
























1ST ATI O N AL 

School Service 

PUBLISHED BY THE COMMITTEE ON PUBLIC INFORMATION 
Volume I WASHINGTON, D.C., SEPTEMBER 1, 1918 Number 1 


AMERICAN MARINES IN 
FRANCE 


First American Troops Take Impor- 
tant Part in Fighting Near Cha- 
teau-Thierry, June 1 to 10 

The foljowing letter, somewhat con- 
densed, describes the work of the marines 
in France, the first of the American troops 
to take an important part in the fighting, 
near Chateau-Thierry : 

Roads Filled with Refugees 

‘‘We left our rest area at 4 a.m., May 
31, 1918, in camions [motor trucks] 20 to 
30 in a camion, tak- 
ing a route that 
skirted within nine 
miles of Paris. Here 
we found beautiful 
little towns with 
charming villas, 
blooming gardens, 
and French who had 
that unconquerable 
gayety of the Pari- 
sian, and they lined 
the roads and threw 
flowers into the 
trucks or handed 
them to the men, 
and waved Ameri- 
can flags at us. As 
we neared Meaux 
[25 miles east of 
Paris] we saw our 
first fugitives, on a 
road that was a liv- 
ing stream of troops 
in camions, guns, 
and trains hurrying 
to the front. And 
the refugees went 
straight to the heart 
of us. When you 
saw old farm wagons 
lumbering along 
with the chickens 
and geese swung 
beneath in coops, 
laden down with 
what they could salvage, cattle driven 
by boys of nine or ten years, little 
tots trotting along at their mothers’ skirts, 
tiled out, but never a tear or whimper, 
saw other groups camping out on the road 
for the night — there was the other side, 
the side that I think fired the men to do 
what they did later. I saw one wagon 
comingfulong toweling to the top with 
boxes tmcl mattresses, and on the top 
mattress was a white-haired old lady who 


would have graced any home, dressed in 
her best, and with a dignity that blotted 
out the crude load and made you think 
of nothing but the silver-haired old lady, 
who was the spirit of a brave people that 
met disaster with dignity. 

“Up from Meaux the road went straight 
to the front, with glimpses of the Marne. 
And it was a living road of war, troops on 
foot and in the lumbering camions. 
French dragoons trotting by, with their 
lances at rest and the officers as trim as 
though they had just stepped out of bar- 
racks; trains, ambulances, guns from the 
75’s to the 210’s, staff cars whizzing by, and 
a trail of dust that coated the men in the 


camions until they looked like mummies. 

“It was midnight when our 1st Battal- 
ion halted in their trucks at a point four 
miles back of where we finally went into 
line [near Chateau-Thierry], and officers 
and men bivouacked on the roadside or in 
the fields. The men were sadly in need of 
rest, for they had had practically no sleep 
for two nights. Next afternoon, June 1st, 
we took up the support line, with French 

(Continued on page 2) 


HOOVER COMMENDS 
TEACHERS 


They Are the Appointed Leaders of 
the Nation’s Great Reserve 

Food production and food conservation 
have been stimulated greatly through the 
activities of the schools. In recognition 
of this service, Herbert Hoover, United 
States Food Administrator, sends this per- 
sonal message to the teachers of America: 

To the Teachers of America: 

For more than a year the Food Admin- 
.istration has been increasingly indebted 
to the schools of 
America. Teachers, 
pupil's, and admin- 
istrative officers 
have been most cor- 
dial in their support 
of all that has been 
undertaken to pro- 
vide food for those 
who have a right to 
expect it of us. I 
welcome this means 
of giving credit to 
those who so de- 
serve it, and of ex- 
pressing my personal 
gratitude to them. 

No one will see 
more clearly than 
you the difficulties 
that surround the 
food problem, and 
none will appreciate 
more fully the ne- 
cessity of exact in- 
formation, most 
widely disseminated, 
as a basis for ef- 
fective popular sup- 
p o r t. And this 
popular support is 
absolutely indispen- 
sable. 

This is the peo- 
ple’s war. T Ue y 
must participate in 
it in every way that can be devised. 
Their willingness to do this has been 
abundantly proven. Hence they also 

have a right to the truth in order that they 
may do what they can and do it because 

they understand. 

There may be those who have doubts 
as to what their duty in this crisis is, but 
the teachers cannot be of them. They 
are the appointed leaders of the Nation’s 
great reserve; if this force fails, the hope 


MESSAGE FROM PRESIDENT WILSON 

To School Teachers of the United States: 

It is quite unnecessary, I am sure, for me to urge a continuance of the 
service you and your pupils have rendered to the Nation and to the great 
cause for which America is at war. Whatever the Nation’s call has 
been, the response of the schools has been immediate and enthusiastic. 
The Nation and the Government agencies know and appreciate your 
loyalty and devotion and are grateful for your unfailing support in 
every war service. 

The schools and colleges of America are justified by their works 
when the youth of our land and the homes from which they come are 
united in unselfish devotion and unstinted sacrifice for the cause and 
the country we hold dear. The spirit of American democracy is a 
heritage cherished and transmitted by public education. All that 
America has meant to us and to the world in the past it must mean with 
greater and more disinterested devotion in the future. The civic sense 
that has made each home and child part of a community, part of a state, 
part of a Nation, is to-day deepened by this war and its issues. It affects 
the fate of the many lands and peoples whose blood is in our veins, and 
whose happier future will be part of the triumph of the principles for 
which we fight. 

The doors of the schools have opened to a new generation of 
children. Your responsibilities, great in the past and greatly met, are 
still greater to-day. This publication by the Committee on Public In- 
formation, established in response to the requests of the schools and 
the needs of the departments whose programs involve the schools, will 
have served its purpose if it aids you in performing and interpreting the 
new duties implicit in its title. 

WOODROW WILSON 



o 


NATIONAL SCHOOL SEEV 


for a victorious peace will be in vain. Let 
them be thankful that they find them- 
selves in a place so honorable and so com- 
manding. 

The policy of the Food Administration 
is built upon the widest publicity of facts, 
and full confidence in the determination of 
the people voluntarily to do -whatever is 
manifestly necessary. The educational 
forces of the country will aid incalculably 
in translating this policy into history. 

Herbert Hoover. 

Washington, Sept. 1, 1918. 

<§> 

AMERICAN MARINES IN FRANCE 

(Continued from Page 1) 

troops hard pressed by the Boche holding 
the line out in front. Our first post com- 
mand was in the outer edge of a strip of 
woods that is now a mile and a half in 
the rear, with as little protection from any 
kind of fire as a spot in the speedway. 
From what the French told us, the Boche 
cannon had got up in small numbers only, 
and in their fights the Boche had fought 
with machine guns, a prodigious quantity 
of them, and grenades. On our right were 
the French. The next day, June 2nd, the 
French began to drop back, tired out and 
outnumbered; and that afternoon, by pre- 
arranged plan, they were to pass through, 
and our line was to become the front line. 

German Attacks Repulsed 

“We had dropped back and installed 
ourselves in a house in a little village be- 
tween Champillon and Lucy-le-Bocage. 


in view. The rifle and machine fire was 
incessant, and overhead the shrapnel was 
bursting. Then the shrapnel came on the 
target at each shot. It broke just over 
and just ahead of those columns, and then 
the next burst sprayed over the very 
green in which we could seh the columns 
moving. It seemed for all the world that 
the green field had burst out in patches of 
white daisies where those columns were 
doggedly moving. And it did this again 
and again — no barrage fire, but with the 
skill and accuracy of a cat playing with 
two brown mice that she could reach and 
mutilate at will, and without any hurry. 
The white patches would roll away and we 
could see that some of the columns were 
still there, slowed up, and it seemed per- 
fect suicide for them to try. You couldn’t 
begrudge a tribute to their pluck at that. 

“Then, under that deadly fire and the 
barrage of rifle and machine gun fire, the 
Boche stopped. It was too much for any 
man. They burrowed in or broke to the 
cover of the woods, and you could follow 
them by the ripples of the green wheat 
as they raced for cover. The 5th bore the 
brunt of it, and on our left the men raked 
the woods and ravines to stop the Boche 
at his favorite trick of infiltrating 
through. An airplane was overhead 
checking up on our artillery fire, and 
when the shrapnel lay down on those col- 
umns just as an elephant would lie down 
on a ton of hay, the French aviator sig- 
nalled back to our lines, “Bravo 1” The 
French could not and cannot to-day un- 



American Troops in Camions 


From one side we had observation of the 
north, and when the Germans attacked at 
5 p.m. we had a box seat. They were 
driving at Hill 165 from the north and 
northeast, and they came out, on a won- 
derfully clear day, in two columns across 
a wheat field. From our distance it 
looked flat and green as a baseball field, 
set between a row of woods on the farther 
side and woods and a ravine on the near 
side. We could see the two thin brown 
columns advancing in perfect order, until 
two-thirds of the columns we judged were 


derstand the rifle fire of our men. That 
men should fire deliberately, and use their 
sights and adjust their range, was beyond 
their experience. The rifle fire certainly 
figured heavily in the toll we took, and it 
must have had a telling effect on the 
morale of the Boche, for it was something 
they had not counted on. As a matter of 
fact, after pushing back the weakened 
French and then running up against a 
stone-wall defense, they were literally up 
in the air- and more than stopped. We 
found that out later from prisoners, for 


IC 


e 


September 1, 1918 


the Germans Aever knew we were in the 
front line when they made that attack.- 
They were absolutely mystified at the 
manner in which the defense had stiffened 
up, until they found that our troops were 
in line. 

“The next day Wise’s outfit pulled a 
spectacular stunt in broad daylight. They 
spotted a machine gun out in front, called 
for a barrage, swept out behind it, killed 



German Prisoners 


or wounded every man in the crew and 
disabled the gun. They got back O. K., 
and then the Boche launched a counter- 
attack that was smashed up. For the 
next few days we were busy pushing out 
small posts to locate the enemy, and to 
reoccupy such strong points as were be- 
yond the main line assigned us. 

American Advance Begun 

“The real fireworks broke on June 6, 
when a general advance on the Brigade 
front to straighten out the lines and re- 
cover territory was decided on. At 5:00 
p.m. we started out for our new objec- 
tives, on a wonderful day, and the twi- 
light is so long here that it was practically 
broad daylight. The artillery preparation 
was short, and one of the platoons of our 
machine gun company laid down a bar- 
rage. The woods were alive with machine 
guns, and at times where our lines and 
those of the 5th had passed through they 
soon found Boche and machine guns in 
their rear. The advance on the left was 
held up by stubborn fighting, but about 
9 o’clock Major Sibley sent in a runner 
with word that his left was advanced as 
far as his right, that he had reached the 
northeast edge of the woods, that the 
w r orst of the machine gun nests was on a 
rock plateau near his post command, but 
that he had surrounded it. 

“In the meantime, because of the ex- 
treme difficulty of liaison and with a dark 
night closing in, orders went out to con- 
solidate. This came just before we had 
word from Sibley. It was just 9:45 
when word came in that Bouresches had 
been taken by Robertson’s platoon of the 
96th, or rather the 20 odd men of his 
platoon who had managed to break 
through a heavy machine gun barrage and 
enter the town. As Robertson told me, he 
had managed to get part of his platoon 
through the barrage, and looking back, he 
saw Duncan and the rest of the company, 
who were charging through the barrage, 
‘go down like flies.’ Robertson blew his 
whistle just before this to bring up all of 
his half of the line, and missed Lieutenant 


of w. 

MAS 15 1919 


September 1, 1918 


NATIONAL SCHOOL SERVICE 


3 




French Refugees 


“June 7th was spent in getting rations, 
water, and ammunition out to both bat- 
talions, and the little Ford we have hung 
on to, although it was twice on the verge 
of destruction, ran through a period of 36 
hours over the road to Bouresches in day- 
time and at night, or to a point from 
which the stuff could be carried off to the 
left to the ravine running along the right 
of Sibley’s position. All that day and the 
next Sibley’s men rushed machine-gun 
nests in hand-to-hand fighting. The guns 
were emplaced on crests in the thick 
woods, on rocky ridges, with fire to all 
points. Their light guns could easily be 
moved around to our flanks or rear, and 
the Boche certainly know the art of work- 
ing through, infiltrating, and opening fire 
from unexpected quarters. Many times 
the groups got a footing on these crests, 


only to have to fall back in the face of a 
deadly machine-gun and stick-grenade fire. 
It was work of the most reckless coinage 
against heavy odds, and they took their 
toll of us for every gun captured or dis- 
abled. 

Incidents of the Fighting 

“On the 9th Sibley was withdrawn to a 
point from which the artillery could ham- 
mer away at the machine gun nests, which 
had been thoroughly located. For an hour 
50 American and French batteries of 75’s 


and 155’s threw everything they had into 
those woods on the right. Hughes went 
in on the 10th, and his first message was 
that the artillery had hammered the Bois 
de Belleau into mincemeat. Overton, who 
had taken over the 76th Company that 
day, charged the old rock plateau position 
in brilliant fashion, killing or capturing 
every gunner and capturing all the guns, 
and with few casualties. He ‘got his’ 
later, when the Boches shelled him in his 
hastily dug-in position for 48 hours. 
Hughes captured six Minenwerfers, about 
30 guns, light and heavy. Young Robin- 
son charged into certain death to take one 
nest, and a string of bullets caught him 
full in the breast. Young Roberts, a run- 
ner told me— the last time the runner saw 
him — was flat on a rock not twenty yards 
away from one gun, blazing at it with an 
automatic in either hand. They hit him 
three times, and hit him hard before he 
would consent to go to the rear. There 
was not an officer left in the 82nd Com- 
pany, and Sibley and his adjutant, Bel- 
lamy, reorganized them under close fire 
and led them in a charge that put that 
particular nest out of business at the 
most critical time in all the fighting. 
When the word got around that dead- 
tired, crippled outfit that the ‘Old Man’ 
[Major Sibley] was on the line, nothing 
could have stopped that rush. 

“Since June 10th [this was written June 
29th] while the fighting has not been 
that savage hand-to-hand kind, we’ve been 
in there, the two regiments, always ad- 
vancing, never giving an inch, attacking 
and smashing counter attacks by the lit- 
eral score. They’ve* had five and part of 
a sixth division against our brigade, and 
half the time three divisions at once. 

“Just one more incident of Sibley’s 
work: The supply of grenades gave out 
at one time, due mostly to the fact that 
no one knew what a veritable nest of ma- 
chine guns those woods sheltered. They 
would have been a Godsend, and as one 


German Prisoners Guarded by Americans 


Bowling. He passed the word, ‘Where is 
Johnny?’ and saw ^Bowling get up, face 
white with pain, and go stumbling ahead 
with a bullet in his shoulder. 

“Although the capture of Bouresches 
was the most spectacular of the first fight- 
ing, Sibley was having heavier work in 
the Bois de Belleau. He reported early 
that there were many machine guns in 
the woods. At’ first prisoners came in 
early, and the men who brought them 
back reported that the companies were 
cleaning up fast with few casualties. 
Young Timmerman charged one machine 
gun nest at the point of the bayonet, and 
sent in 17 prisoners at a clip. The 
counter-attack came at 2:30 in the morn- 
ing, and although they got within 30 feet 
of the town, it was smothered by our fire. 

Cleaning Up Machine Gun Nests 


NATIONAL SCHOOL SERVICE 


September 1, 1918 


I 

of the men said, ‘When I thought of the 
hundreds I’d thrown away in practice, I’d 
have given a million dollars for a grenade 
more than once.’ 

Effect on the Germans 

“The Germans have had the fight 
knocked out of them and admit it. The 
artillery has done wonderful work at all 
times. The last big draft of prisoners 
had been cut off from supplies by three 
days of our fire. One man in the 16th 
Company, Leonard, captured and held in 
the front lines, brought in, unarmed, a 
captain, 4 lieutenants, and 73 Germans, 
unarmed. Another marine, wounded and 
found in a dugout by Shearer’s men, had 
had his fun when they hammered ques- 
tions at him, in a smattering of German, 
French, and English. When they asked 
him how our food supply w r as he said, ‘Bon 
bcaucoup choiv’ [‘Good plenty eats’]. 
When they wanted a line on our machine 
guns they asked, ‘Combien put-put-put?’ 
[‘How many put-put-put’s?’] and he came 
back with ‘Beaucoup put-put-put’ [‘Plenty 
put-put-put’s’]. The prisoners vary a lot, 
some fine big chaps, and many look like 
retired farmers, undersized, or running 
down to 17 years. At first they thought 
we were Canadians, but the last lot say 
all the Germans know we have about 
700.000 men, and they say they don’t 
want to fight us, that we give them no 
rest and our artillery punishes them ter- 
ribly.” 

<§> 

OUR FIRST CASUALTY 

“How did you get hurt?” asked the doc- 
tor of the American soldier in France, as 
he slowly recovered consciousness. 

' “Well,” was the reply, sheepishly given, 
“the last thing I remember was telling a 
British Tommy that the Americans had 
come over here to start the war.” 

In this connection it may be noted 
that in a recent speech Prime Minister 
Lloyd George reported that Great Britain 
alone had raised an army of 6.250,000 men. 
“If the United States of America,” said 
he, “were to call to the colors the same 
number of men in proportion to her 
population, it would mean near 15,000,000.” 

<§> 

A CREED FOR AMERICANS 

The American’s Creed and its explana- 
tion, printed in this issue, offer an oppor- 
tunity for the teachers of civics or history 
to drive home strong messages of patriotism 
and citizenship. Have the students take 
up the explanation clause by clause. Let 
them work over the historic background 
which was responsible for the first forms of 
the different clauses. Have them point 
out why these statements are true today, 
as they were true when first uttered. 
Finally, bring out the thought that part of 
our work in the war is to help make these 
ideal realities in every nation on earth. 

<§> 

That the German government is today 
generally called autocratic is no inven- 
tion or exaggeration. Even before the war 
that was clear to all those informed on the 
subject within and outside of Germany. 


THE WAR IN 1918 


Germany’s Drives and the Allies’ 
Counter Attacks from March 
to August 

When the military campaign of 1918 
opened, the battle line on the western 
front was about as it had been established 
by the retreat to the Hindenburg line a 
year before (March, 1917). It ran in a 
southerly direction from a point on the 
North Sea near Ostend, across the west- 
ern corner of Belgium, past Lille and 
Cambrai to La Fere, on the river Oise, in 
Picardy. Thence it turned gradually to 
the east, passed to the north of the battle- 
scarred cities of Rheims and Verdun, and 
crossed the Vosges mountains about mid- 
way in their course. The line then dipped 
southward on the German territory of 
Alsace, for some fifty miles to the Swiss 
frontier. 

German Preparations 

The collapse of Russia enabled the Cen- 
tral Powers to gather on the western 
front enormous forces of men, guns, muni- 
tions, airplanes, liquid-fire and poison- 
gas apparatus. Their purpose was to 
force a military decision in 1918, before 
the United States could get effectively 
into the fighting. “If the enemy does not 
want peace,” the Kaiser had said De- 
cember 22, 1917, “then we must bring 
peace to the world by battering in with 
the iron fist and shining sword the doors 
of those who will not have peace.” 

Five successive drives of the Germans 
followed, constituting the greatest and 
most momentous struggle in the history 
of the world. One of their collateral ef- 
fects was to force the Allies to a belated 
step for attaining greater unity of mili- 
tary action by appointing General Foch 
(April 15) supreme commander-in-chief 
for the whole western front. 

The Battle of Picardy 

The first drive opened on March 21 in 
the region of the river Somme. It is 
called the battle of Picardy. The base of 
the drive stretched for 70 miles from 
near Arras on the north to La Fere on the 
south. The success of the enemy was in 
part due to the wholesale use of “mus- 
tard” gas shells and in part to new “wave 
attack” methods worked out by the Ger- 
man General Hutier. Under this pressure 
a British army under General Gough fell 
back and left dangerous gaps in the Allied 
lines. These were filled partly by French 
troops, but much of the credit for arrest- 
ing overwhelming disaster belongs to the 
makeshift battalions hastily organized by 
General Carey from cooks and other non- 
combatant forces, including American en- 
gineers. Nevertheless the Germans pene- 
trated in six days a maximum depth of 
35 miles; but Amiens proved untakeable. 

The second German drive began April 
9, in Flanders. It penetrated to a depth 
of 10 miles on a front of 30 miles; but it 
failed either to reach the Channel ports 
or to crush the British army. 

Second Battle of the Marne 

On May 27 the third drive w 7 as launched, 
this time in Champagne, and under the 


personal direction of the German Crown 
Prince. It is called the second battle of 
the Marne, or the Aisne-Marne battle 
It was preceded by the most tremendous 
preparations ever made for battle. Be- 
tween Soissons and Rheims the Germans 
crushed through to the river Marne at 
Chateau-Thierry, an advance of about 30 
miles. This brought the menace within 
44 miles of Paris. The Germans an- 
nounced the capture of 45,000 prisoners 
and over 400 guns. 

June 9th the fourth drive began on a 
20 mile front west of Soissons. It ad- 
vanced the German line a maximum of 
6 miles, but at a tremendous cost in men 
killed and wounded. The German attempt 
to reach the important town of Compiegne 
failed. It was in this battle on June 6 to 
12. northwest of Chateau-Thierry, that the 
American marines fought so brilliantly. 

Fifth German Drive Stopped 

The fifth and last German offensive was 
launched on July 15. It covered the whole 
eastern side of the Soissons-Rheims salient 
and the line for some 15 miles east of the 
latter city — roughly, about 80 miles from 
Chateau-Thierry to Prunay. The immedi- 
ate object was to encircle from east and 
west the high wooded hills which lie south 
of Rheims, capture that city, and seize 
the important railroad center of Epernay. 
East of Rheims the drive was stopped by 
the French under General Gouraud. West 
of Rheims only slight advances were 
scored against the stiff resistance of the 
American troops who were now present 
in large numbers on this front. 

General Foch’s Counter Attack 

Then came the turn of the tide. Gen- 
eral Foch’ had bided his time, saving his 
men and supplies until in his opinion the 
moment for counter attack had arrived. 
On July 18 he launched the first of his 
counter drives, along the western side of 
the Chateau-Thierry pocket on a front 
of 28 miles. There was practically no 
artillery preparation, reliance being placed 
on the vast numbers of British and French 
tanks to batter down the German de- 
fenses. 

From the first day it was evident that 
a staggering blow had been dealt the Ger- 
man advance. As day followed day and 
no marked slackening of the Allied 
effort was perceptible, a wave of optimism 
succeeded the depression caused by the 
earlier German successes. By August 6 
the brilliant operations of the French and 
Americans had forced the Crown Prince’s 
army back to the river Yesle. Soissons 
was taken by the French on August 2, 
Fismes by the Americans on August 4. 

Second Allied Offensive 

Before the Germans had recovered 
from this blow a second great offensive 
was launched in Picardy on August 8. 
Again the tanks played a great part, espe- 
cially a new variety of small “whippet” 
tanks, very agile and capable of climbing 
banks, spinning on their own axes, and 
attaining a speed of ten miles an hour. 
This “charging artillery” proved admirable 
in breaking up machine gun nests, while 


September 1 1918 


NATIONAL SCHOOL SERVICE 



The area shaded by diagonal lines shows the allied gains between July 18 and August 26 inclusive. Since 
the latter date there have been other gains, which are not shown on this map. 


cavalry and light armored motor cars 
dashed about the open country in pursuit 
of the enemy. Gradually the attack was 
extended until practically the whole front 
from Arras to Rheims was involved — a 
distance of 60 miles. Albert, an impor- 
tant town northeast of Amiens, was taken 
by the British on August 22, and a vigor- 
ous advance was made toward Bapaume in 
Flanders. Meanwhile French and Ameri- 
cans also were not idle in their respective 
sectors. On August 22 it was reported 
that in a little more than a month the 
Allies had taken 100.000 prisoners, thou- 
sands of cannon, and machine guns, and 
vast quantities of military supplies. The 
general situation on the western front as 
it existed in the last week of August is 
shown by the accompanying map. 

These gratifying results were due pri- 
marily to three things: (1) the dogged 
steadfastness of the British and the patient 
heroism of the French— soldiers and civil- 
ians; (2) the brilliant strategy of General 
Foch, and the unity of command which 
made this effective ; (3) the material and 
moral encouragement of the American 


forces, of whom nearly 1,500,000 were in 
France before the end of August. 

Austrian Offensive Thrown Back 

On the Italian front meanwhile an Aus- 
trian offensive, which had opened on the 
Piave river with great expectations on 
June 15, had speedily been thrown back 
with Austrian losses amounting to over 
40,000 men and guns and material to cor- 
respond. 

It is still too early to say when the war 
will end, or even how far back the Allied 
drives of 1918 will carry the German lines. 
But this is certain — that Germany can no 
longer hope this year either to reach Paris, 
smash the French or British armies, or 
even occupy the Channel ports. Her 
hopes of “a military decision in 1918” 
have been completely frustrated, and the 
ultimate triumph of America and the Al- 
lies has been rendered reasonably certain. 

<§> 

Germany must become a modern demo- 
cratic state if peace is to reign in the world. 


5 

WHY THE WAR SHOULD BE 
STUDIED IN SCHOOLS 


Emergency Course of Instruction 
Suggested by National Board 
for Historical Service 

Many excellent reasons exist for asking 
teachers and pupils, heavily burdened 
though they are, to give some time each 
week to the formal study of the war. 
The best of these, perhaps, is that in some 
way it is sure to come in, and that the 
study of it should be organized in such a 
way as to make it educationally valuable. 

Importance of the War 

The war is the biggest and most im- 
portant happening in history. It is the 
war of every boy and girl as well as of 
every adult in the United States, and its 
issues will affect the destinies even of the 
unborn. Scarcely a child can be found in 
the schools who does not have a member 
of his family or other relative bearing 
arms in the contest. In the food that we 
eat, the clothing we wear, the heating of 
our houses, the amusements we indulge 
in, and our traveling to and fro we feel 
its actual presence. The war is in the 
atmosphere which the child breathes, and 
it already plays a large part in his school 
life. 

War Study Stimulates Patriotism 

Just because of this fact, therefore, it is 
important that the war should receive 
systematic treatment in the schools. It 
is still desirable that we be able to give 
“a reason for the faith that is in us,” and 
the child should have presented to him 
clearly but simply the causes and aims of 
the war. Such teaching will not merely 
stimulate the patriotism of the child and 
aid the various war services imposed upon 
the schools. It will react upon the homes, 
and powerfully promote a sound civilian 
morale. Our public schools are the most 
important agency we have in advancing 
the cause of democracy. They are also 
the institution in whose guidance our peo- 
ple instinctively have most implicit con- 
fidence. 

There is a story told of a Chicago im- 
migrant mother, suspicious and distrustful, 
who when asked to sign a food pledge 
card said: “I sign nodings, my man he 
say I sign nodings” ; and slammed the door 
in the face of the distributor of the cards. 
But when her little daughter brought the 
same card from school and said, “But, 
Mamma, my teacher says it is all right”; 
the mother replied: “Veil, if your 
teacher say it is all right, then I sign.” 

Regular Studies Enriched 

Through the interest aroused by the 
study of the war, many of the regular 
studies of the school course can be 
strengthened and enriched. In the case 
of history, civics, and geography this re- 
lationship is evident. The new duties the 
war imposes may be made to stimulate the 
teaching of language, arithmetic, domestic 
science, drawing, music, and practically 
every other subject of the school curric- 
ulum. 



6 


NATIONAL SCHOOL SERVICE 


September 1, 1918 


Emergency Course of Instruction 

The study of the war should form a 
part of the school course. Where the 
study should be placed and how it should 
be conducted, are told in a pamphlet pre- 
pared by the National Board for Histori- 
cal Service and published by the Federal 
Bureau of Education under the title “Out- 
line of an Emergency Course of Instruc- 
tion on the War,” Teachers’ Leaflet No. 
4. Five cents for the first copy, two cents 
for each additional copy. The authors, 
Doctors Coulomb, Gerson, and McKinley, 
are practical school men, as well as histori- 
cal scholars. In the introduction they sug- 
gest: “Definite periods on the school pro- 
gram should be allotted to this purpose — 
in grades three and four, two 20-minute 
periods a week; in grades five, six, seven, 
and eight, two 30-minute periods a week.” 
In an appendix suggestions are given as 
to how the time for such study can be 
found and also as to the methods of teach- 
ing the subject. The course of instruction 
as outlined for each grade group is defi- 
nite and practicable. For example, in 
grades 3 and 4 are the following topics: 

(1) Stories of War Incidents 

(2) Celebration of Special Holidays 

(3) Handicaps of German Boys and 
Girls 

(4) Why the United States Entered the 
War 

(5) What our Government has Accom- 
plished in the War 

(6) Our Soldiers and Sailors 

(7) How Children Can Help 

The last heading is one which appears 
in the outline for each group of grades. 
The sample lesson on the care of shoes, 
reprinted in the Primary Department of 
this issue, is an example of the practical 
handling of the subject by these authors. 

High School Study of the War 

To quote again from this leaflet, “Every 
high school student in America should, 
during the school year 1918-19, be given 
a consecutive history of the war, with its 
antecedents and ensuing problems.” A 
concrete plan is presented — too long to 
give here — by which this also can be ac- 
complished, with little disturbance to other 
studies and classes, through the coopera- 
tion of the high school teachers. The 
work as planned for the high schools is 
based upon the outline prepared by Dr. 
Samuel B. Harding and published by the 
Committee on Public Information, en- 
titled “The Study of the Great War — A 
Topical Outline with Extensive Quotations 
and Reading References.” Teachers may 
obtain copies of this pamphlet by writing 
to the Committee on Public Information, 
at 10 Jackson Place, Washington, D.C. 

HELPING WITH FALL CROPS 

There is plenty of work for the older boys 
and girls in harvesting and in picking the 
fall fruit crops. Even if only a few hours 
a day can be spared for such work by school 
boys and girls, older hands would be re- 
leased for the heavier and more specialized 
work of the farm. In some communities 
it may be possible, through volunteer over- 
time work in schools, to release groups of 
students for whole days at a time. 


WAR SAVINGS AND 
VICTORY 

By F. A. Vandeblip, 

Chairman War Savings Committee 

When this country voted universal con- 
scription it did the biggest single act in 
history to win the war. And when we 
voted universal conscription we voted that 
other men should go and fight for us; we 
voted that other men should go into that 
hell in France, should face those guns 
and go through all the torture of that 
horrible bombardment. And when we 
voted that other men should go, we dedi- 
cated ourselves to the winning of the war. 

We must do our part, and do it to the 
fullest extent of our ability. Have we 
done it? Not yet. We are waking up. 
We are beginning to see what our part is. 
We are beginning to understand that we 
have before us such a situation as the 
world never knew before, something this 
nation never knew before; and that we 
must all begin to think nationally. We 
must think of our own conduct from a 
national point of view. We must begin 
to recognize what lies on our shoulders, 
each one of us, in the great task of win- 
ning this war. 

War Our Main Business 

The philosophy of the war savings move- 
men is just a recognition that the Govern- 
ment is carrying on the main business of 
the United States to-day, namely, a war 
business; that ordinary business is not the 
main business any more. War cannot be 
conducted as a side line. It is our main 
business; and it is so great a business that 
the demands upon industry, upon man 
power, upon the transportation of our 
raw material and food products, are so 
great that we must all give way. We 
must think nationally, and we must do 
national things in our individual conduct. 
We must recognize that thrift, that get- 
ting out of the way of the Government 
and placing our lives, our means, and our 
power at the disposal of the Government, 
is now a duty that rests on every one of 
us. We are going to recognize that; we 
are going to feel it, and feel it very 
deeply the country over. 

We are going to understand more of 
what thrift is than ever before; to see 
that the nation has great things to hope 
for from this thrift movement, outside of 
helping to win the war itself. We will 
establish habits of thrift in our people. 
We are going to make them understand 
what thrift means nationally; that it 
means something more than individual 
welfare — it means national development. 

Thrift the Basis of Civilization 

The very foundation of the advance- 
ment of civilization lies in thrift. It 
means the foregoing of things that we 
may want for the moment in order that 
better things may be had for the future. 
And as we dignify thrift we demonstrate 
what it means nationally, what it will 
mean in the future; when instead of de- 
voting the result of this thrift to destruc- 
tion we have the same thrift devoted to 
upbuilding. The people are going to com- 


prehend that with the increase of capital 
the demand for labor must increase, and 
the rewards of labor must be greater. 
This word “thrift” is going to be digni- 
fied. We are all going to understand bet- 
ter that individual character, as illustrated 
by thriftiness, will mean a greater nation, 
and that character will measure the great- 
ness of the nation much better than 
numbers. 

We are ready to devote every dollar 
of our wealth to the defense of the na- 
tion; but we cannot devote our fixed 
wealth to the war. War is current effort, 
and it must be fought with current sav- 
ings. The wealth that consists of the rail- 
roads and the farms, the houses and the 
house furnishings, will not fight the war. 
They are merely auxiliary. But we must 
make new things; we must create new 
products; and they must be paid for, but 
not with that accumulated wealth. We 
cannot do it that way. They must be paid 
for with current savings. 

Current Savings Will Win 

If it was apparent at all last winter that 
we could not fight this war and continue 
living in comfort and luxury, command- 
ing labor as we had commanded it, it is as 
clear as a bell now that we cannot do so. 
We must accept this philosophy, that we 
should help the Government by getting 
out of the Government’s way, and by con- 
tributing to the Government that pur- 
chasing power which it must have for this 
perfectly huge task, a task that we have 
not begun to measure. 

A Hundred Million Victories 

To win the war we should at once have 
a hundred million victories on the part of 
a hundred million people. We are each 
of us going to have our victory over self- 
ishness, over individualism; we are going 
to conquer, and we are going to develop 
a patriotism that will make us better 
citizens after the war than we were be- 
fore. And it is because of these hundred 
million victories that we know we will 
have — we are having them right along — 
that we can look without apprehension to 
the future of America. It is in that hun- 
dred million victories that we are going 
to be reborn, members of the greatest 
democracy that the world has ever seen. 

<§> 

NATIONAL PRIZE CONTEST 
FOR TEACHERS 

The National Board for Historical Service, 
Washington, D.C., has reported the results 
of a prize competition for the best essay 
by teachers in elementary schools on the 
subject “Why the United States is at War.” 
Contests were organized in sixteen states, 
and the essays which received first prizes in 
the state contests were admitted to the 
national contest. The national prize of 
$75 was awarded to Mr. William T. 
Miller, Roslindale, Massachusetts. The 
contestants ranking second and third were 
Miss Ethel Ray Egan, Greenfield, Ind., and 
Miss Anne Devany, Minneapolis, Minn. 

Announcement will later be made of the 
final outcome in the parallel contests or- 
ganized for high school teachers. 


September 1 , 191S 


NATIONAL SCHOOL SERVICE 


7 


FOOD AND THE SCHOOLS 


Food Administration Asks Schools 

to Help Carry on Year’s 
Program 

The United States Food Administra- 
tion, like the other governmental agencies 
for winning the war, early sought the co- 
operation of the schools in reaching the 
homes of the people. During the past 
year it has felt its way largely by respond- 
ing to requests from the schools them- 
selves until the year’s program, viewed in 
retrospect, takes on a definiteness not fore- 
seen at the start. It is possible, as a result 
of this experience, to announce at the be- 
ginning of the school year the main outline 
of what the schools will be asked to do to 
help and to offer distinct and definite aid 
in doing so. 

Program of the Past Year 

The program of the coming year will be 
a continuation and expansion of that of 
the past year. The first service that the 
schools were called upon to render was to 
aid in getting every household to sign the 
home-card, pledging conformity to the 
regulations to be adopted by the Food Ad- 
ministration. Probably no better scheme 
could have been devised for winning the 
thoughtful attention of school children to 
the great idea of food saving than this one 
of setting them to work appealing to their 
elders to join the movement. 

The next step looked toward more direct 
cooperation. A course of study entitled 
“The Ten Lessons” was arranged for use 
of summer schools in 1917. Then outlines 
of courses for educational institutions ad- 
mitting women students were prepared. 
Forty thousand students enrolled in these 
courses. To administer this educational 
work the Collegiate Section was estab- 
lished in the Food Administration, with 
Dean Olin Templin of the University of 
Kansas as director. Under his direction 
three courses were arranged and outlines 
for each were sent out weekly to the insti- 
tutions. The first course gave the impor- 
tant facts in the world food situation. The 
second dealt with the principles and prob- 
lems of nutrition. The third was a labora- 
tory course in conservation, selection, and 
preparation of food. A certificate counter- 
signed by Mr. Hoover was granted to each 
of the twenty thousand students who com- 
pleted the courses, and the holder was 
commended to Federal Food Adminis- 
trators for any appropriate service. 

N. E. A. Endorses Work 

The work in the colleges soon brought 
a request from the high schools for similar 
courses. The Collegiate Section was 
averse to accepting such a large order, but 
finally decided to respond to the demand. 
This decision had hardly been reached 
when the National Education Commission 
on the Emergency in Education passed a 
resolution urging the Food Administration 
to undertake the task of providing in- 
formation in printed form to be distributed 
in the public schools. The National Edu- 
cation Association, at its annual meeting 


in Pittsburgh, adopted a resolution of simi- 
lar import. This resolution, following 
closely that of the N. E. A. Commission, 
is as follows: “The Association recom- 
mends that the United States Food Ad- 
ministration prepare in a form suitable 
for use in public schools, and particularly 
in the upper grades, lessons and material 
supplementary to existing courses, which 
will promote the program of food conser- 
vation. It is further recommended that the 
Food Administration call to its assistance 
representative school authorities familiar 
with the capacities of children of the dif- 
ferent grades, to constitute an advisory 
council for the F >od Administration in the 
preparation of material designed for school 
use.” An advisory council of forty edu- 
cators, chiefly specialists in household arts 
and school administrators, representing all 
parts of the country, with Principal Wil- 
liam Bishop Owen of the Chicago Normal 
College as Chairman, was appointed. 
This council will be consulted as to all 
questions of policy in dealing with the 
schools. 

Coming Year’s Program 

The Food Administration asks the 
schools of America to cooperate in carry- 
ing out its program for the year. To make 
such cooperation intelligent, definite, and 
directed toward common ends, it has 
planned a series of books and manuals 
embodying the facts and ideas which un- 
derlie the action of the Food Administra- 
tion itself. The preparation of these books 
lias been committed to competent spe- 
cialists in food values and food prepara- 
tion and to experienced authors of school 
textbooks. The first purpose of these 
books is to help win the war, but they 
contain the information and the prin- 
ciples underlying a program of food edu- 
cation. The series consists of five books, — 
one for colleges; two for the high schools 
and upper grades; two for the elementary 
schools; one for the grammar and one for 
the primary grades. 

The textbook for college use is entitled, 
“Food and the War, a Textbook for Col- 
lege Classes.” It was prepared by 
Katharine Blunt, Ph.D., Associate Pro- 
fessor of Food Chemistry in the Uni- 
versity of Chicago, and Elizabeth C. 
Sprague, Professor of Home Economics, 
University of Kansas, assisted by others. 
It is published by the Houghton- 
Mifflin Company, at the price of seventy- 
five cents. There are sixteen chapters, 
which discuss respectively: the world food 
situation; the composition and functions 
of food; the fuel value of food; the fuel 
needs of the body ; protein, its sources and 
importance in the diet; the meat situa- 
tion; protein-rich foods used in place of 
meat; fats and oils, their value and use; 
the unique importance of wheat; flour and 
bread, and wheat substitutes; sugar; the 
value of milk; vegetables and fruits; sug- 
gestions for an adequate diet, infants’ and 
children’s diet; food and the community; 
work for food conservation. 

There are two textbooks for high schools 
and the general public. The first bears 
the title, “Food Guide for War Service 


at Home.” It was written by Katharine 
Blunt, of the University of Chicago, 
Frances L. Swain, of the Chicago Normal 
School, and Florence Powdermaker, of the 
United States Department of Agriculture. 
It contains chapters on the wheat situa- 
tion; the war-time importance of wheat 
and other cereals; war-bread; the meat 
situation; fats; sugar; milk — for the na- 
tion’s health; vegetables and fruits. This 
little volume is designed for use in high 
schools and for the general public. It is 
published by Charles Scribner’s Sons. 
The price, it has been agreed, shall not 
exceed twenty-five cents. It is hoped that 
all high schools of the country will make 
use of it in their lessons on the war. A 
laboratory manual is in process of publica- 
tion designed for high school classes in 
food preparation. 

The food program is to be presented to 
the pupils of the elementary schools also. 
Miss Eva March Tappan is preparing a 
book for the grammar grades, and Miss 
Katharine Elizabeth Dopp is doing the 
like for the primary grades. Further no- 
tice of these books will appear in National 
School Service. 

The Food Administration frankly asks 
the schools to adopt and use the books it 
has provided. It invites the cooperation 
of all supervisors and teachers. “The pub- 
lication of National School Service,” says 
the chairman of the Advisory Council, “af- 
fords an unusual medium of communication 
which will be utilized throughout the year 
as a means of bringing to the schools 
whatever additional information the Food 
Administration wishes to get to the 
schools. The files of the journal will serve 
as a record of this cooperation and a 
guide to the developing program. Read 
every issue for food information and the 
food program.” 

<§> 

AMERICA’S LIBERTY LOANS 


First Liberty Loan, June, 1917 


Amount asked $2,000,000,000 

Amount subscribed 3,035.226,850 

Amount accepted 2,000,000,000 

Number of subscribers 4,500,000 

Second Liberty Loan, November, 1917 

Amount asked $3 ,000 .000 ,000 

Amount subscribed 4,617,532,300 

Amount accepted 3,808,766,150 

Number of subscribers 9,400,000 

Third Liberty Loan, April, 1918 

Amount asked $3,000,000,000 

Amount subscribed 4,176,516,850 

(Full amount accepted.) 

Number of subscribers 17,000,000 

Summary 

Amount asked $8,000,000,000 

Amount subscribed 11,829.276,000 

Amount accepted 9,985,283,000 

Number of subscribers .30,900,000 


The campaign for the Fourth Liberty 
Loan for five billion dollars will begin 
September 28, 1918, and close October 19. 


8 


NATIONAL SCHOOL SER VIC E 


September 1 , 1918 


National School Service 


Published Twice a Month During the School 
Year by the Committee on Public Infor- 
mation, George Creel, Chairman 


Mailed Free to Teachers. Subscription Price 
to All Others, $1.00 a Year. Address all Com- 
munications to National School Service, 10 
Jackson Place, Washington, D.C. 


EDITORIAL STAFF 

Guy Stanton Ford Director 

W. C. Bagley Editor 

J. W. Se arson Managing Editor 

Samuel B. Harding Historical Section 

Mabel Carney Rural Schools 

Lulu Cain Primary Grades 

Fannie W. Dunn Intermediate Grades 

Chas. A. Coulomb, Upper Grades and High School 

ADVISORY EDITORIAL BOARD 

Mrs. Mary C. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colo. 

J. A. C. Chandler, Superintendent, Public 
Schools, Richmond, Va. 

L. D. Coffman, Dean, College of Education, Uni- 
versity of Minnesota, Minneapolis, Minn. 

R. J. Condon, Superintendent, Public Schools, 
Cincinnati, Ohio. 

Thomas E. Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Edu- 
cation, Albany, N. Y. 

Miss Alice Florer, Assistant State Superin- 
tendent, Lincoln, Neb. 

Rev. Augustine F. Hickey, Diocesan Supervisor 
of Schools, Boston, Mass. 

F. M. Hunter, Superintendent, Public Schools, 
Oakland, Calif. 

D. B. Waldo, President, State Normal School, 
Kalamazoo, Mich. 

H. G. Williams, President, National Educational 
Press Association. Columbus, Ohio. 


A NEW EDUCATIONAL AGENCY 

The Committee on Public Information 
was established by the President’s order 
eight days after war was declared. It was 
charged with a great constructive work in 
making clear to the nation all that was 
involved in the issues at stake in this 
war, and in making known by every agency 
all that should be known of our efforts in 
the war. By consistent effort in this posi- 
tive field it has dispelled the misappre- 
hension that its functions were those of 
censorship and repression. Every means 
that makes for publicity and enlighten- 
ment and education has been utilized, and 
the activity of every other responsible 
patriotic agency has been encouraged and 
supported. The lecture platform, the 
press, pamphlets, pictures, cables and wire- 
less, films, posters, and schools have been 
mobilized both here and abroad for the 
presentation of America’s cause and aims, 
to our own people and to the world. 

The task was not an easy one in a great 
country of a hundred million people. 
New avenues and agencies had to be cre- 
ate. and old ones enlisted in behalf of 
new tasks. Many things had to be tried 
that were novel and hitherto beyond the 
assigned duties of any existing govern- 
mental department. Those that proved 
effective were retained and developed. 
Methods that did not yield results were 
cast aside. Whatever the final judgment 
may be as to results, the Committee may 
not claim all the credit of its achievements, 
for these have been made possible by the 
aid and support of scholars, writers, teach- 


ers, speakers, men in public life, and lit- 
erally tens of thousands of private citi- 
zens who have generously and patriotically 
enlisted in its service as the best way in 
which they could serve their country. 

The teachers and the schools and the 
colleges were among the first agencies to 
which the Committee turned when it es- 
tablished the division of Civic and Educa- 
tional Publications. The plan for a bulle- 
tin to the teachers was an early and cher- 
ished plan. As more and more of the 
governmental agencies developed their 
programs and appealed for the support of 
the schools, and through them of the 
homes, the wisdom of unifying and har- 
monizing this work became a necessary 
step in the protection of the schools and 
the effectiveness of their aid in the na- 
tional crisis. The resolutions of the edu- 
cational bodies published in this issue, and 
the conferences held by Government repre- 
sentatives in Washington, have led the 
Committee, despite its limited funds and 
many activities, to accept the responsi- 
bility and burden of seeking to carry into 
every school in the land, in some unified, 
usable way, the lessons of the war and the 
program for the schools of the many na- 
tional agencies responsible for the conduct 
of the war. 

Dealing as the teacher does with chil- 
dren, she has more often thought of her 
labors as a service to the future. She is 
now by a great emergency brought the 
opportunity to serve not less the future 
but more definitely the present for the 
sake of that future. It is a great respon- 
sibility and a great opportunity. There is 
no doubt in my mind as to the response of 
the American school teacher. This bul- 
letin is sent forth as a form of service. I 
am sure that it will be received in the 
same spirit and will be justified not only 
by what it is, but also by what it may 
enable teachers to do. 

George Creel, Chairman. 


NATIONAL SCHOOL SERVICE 

What America is to-day she owes to the 
public schools. What she means to her 
people and to the world in which she has 
become a greater force, is the product of 
the schoolroom. The one clear note that 
our schools have sounded is service. They 
have never taught, and never can teach 
in a great democracy, that private gain 
and individual excellence are the true 
measure of either education or success. 
The welfare of all has been the supreme 
lesson of popular education. It is the 
lesson and the basic lesson of the war foi* 
us. Only as each of us becomes part of a 
greater community can we expect success 
in war as in peace. The schools have 
taught this in the past, and the present 
brings them a greater opportunity to en- 
force their lessons. Quickened sympathies 
and desires for larger service have come 
to eveiy man and woman, to every boy 
and girl. But there is now at hand some- 
thing which is educationally more vital. 
It is the opportunity to translate these 
impulses into action, to become by deeds 
an effective part of greater things. It is 
the rare privilege of the teacher at this 
time to have in national activities a means 
by which the purpose of her efforts can be 
made real to children. War savings 
stamps, food and fuel economy, the Red 
Cross, the Liberty loan, are not intrusions 
on school work. They are unique oppor- 
tunities to enrich and test not knowledge, 
but the supreme lesson of intelligent and 
unselfish sendee. It is the lesson you have 
always taught. The war has given you 
new and unexpected opportunities to link 
habit and conduct with the work of the 
classroom. 

It is not the object of this periodical to 
carry the war into the schools. It is there 
already. It is not its object to carry it 
into the home. The millions of stars on 
service flags proclaim that it is there. It 
is not its object to make the American 


COORDINATE GOVERNMENT ACTIVITIES IN 
THE SCHOOLS 

The National Education Association Commission on the National 
Emergency in Education and Necessary Readjustment During and After 
the War, representing 600,000 public school teachers and the interests 
of approximately 22,000,000 children, and recognizing the power and 
influence of the teachers and the schools in training in patriotism, desires 
to cooperate with the Federal Government in every reasonable way to 
help win the war. 

On account of the great variety of propagandas and activities which 
Federal agencies are requesting the schools to encourage and to teach, 
the Commission feels that the schools are not being used as economically, 
as wisely, and as efficiently as possible. 

The Commission therefore requests that the National Council of 
Defense, the various Federal departments, divisions, bureaus, commis- 
sions, and committees provide at once a clearing house and coordinating 
agency for those propagandas and activities that they wish the schools 
to present; that this agency be empowered and directed to prepare this 
matter in a form suitable for use in the schools; that this agency be 
authorized to arrange these materials in the order of their priority; and 
further, that the materials the priority of which is thus determined be 
sent to the proper educational authorities of each state for final dis- 
tribution. 


September 1, 1918 


NATIONAL SCHOOL SERVICE 


9 


school teacher the intellectual drill ser- 
geant of national prejudices and vain- 
glories and the exponent of international 
suspicion and envy. There can be but 
one supreme passion for our America; it 
is the passion for justice and right, for 
common honesty, private and national, for 
a world free and unfearful — a passion that 
will make our nation serve us and serve 
the world for these ends and none other. 

But principles and purposes do not keep 
sound in a vacuum nor have meaning 
when they are only words. If the war 
were not in the thought and program of 
the schools it should be brought there, 
that doing and serving might follow close 
on the heels of thinking and believing and 
hoping. Nor should any fine phrases gloss 
over the stern demand that is made on 
every teacher to know the causes of this 
war, the efforts of America, the dangers 
she confronts, and the aims she has set for 
attainment. No one else in the com- 
munity is so singled out as a leader and 
center of information in these things. 

The object of National School Service 
is to make available to the teacher this in- 
formation, and the plans of the war sav- 
ings, Red Cross, food and fuel administra- 
tions, and other governmental agencies 
seeking to enlist the support of the schools 
and through them of the homes. The 
body of information and programs sup- 
plied in this way will be regularly accom- 
panied by special and professional sug- 
gestions for the aid of the teacher in vari- 
ous types of schools. The Division of 
Civic and Educational Publications counts 
•itself fortunate in having already secured 
so many of those who will be responsible 
for the conduct of this publication. The 
advisory editorial board named in this 
issue and special state boards to be an- 
nounced later have generously undertaken 
to supplement the efforts of the staff. 
Their aid will bring into play the counsel 
and experience of the teaching body of 
the whole nation. 

A new dignity and a new importance 
have come to the teacher and the schools 
by reason of the war. Blind indeed is the 
teacher who does not seize thoughtfully 
this opportunity for greater service and 
new claims upon a nation’s gratitude. 

Guy Stanton Ford, Director, 
Division of Civic and Educational 
Publications. 

<§> 

Either the civilian population must go 
short of many things to which it is ac- 
customed in times of peace, or oiir armies 
must go short of munitions and other 
things indispensable to them. — L ord 
Kitchener. 

It is not an army that we must shape 
and train for war; it is a nation. — W ood- 
row Wilson. 


COMMISSIONER OF 
EDUCATION GREETS 
TEACHERS 

Yours is the most wonderful 
opportunity in the world. You 
are asked to lead in the su- 
preme struggle democracy is 
making for its life. You are 
asked to serve in that great 
army behind the lines without 
which success for those on the 
firing line will be impossible or 
of no avail. 

Your special opportunity is 
to serve in the work you are 
in. The genuinely patriotic 
teacher need not look far afield 
for war work to do; her task 
lies ready to her hand. There 
is no other group in our popu- 
lation so strategically situated 
for direct patriotic service as 
the teachers. No teacher need 
ever feel that the work she is 
doing at this time is not con- 
tributing to winning the war. 
She is not only keeping alight 
the torch of civilization by 
teaching the citizens of tomor- 
row; she has it within her 
power to mobilize the mind 
and spirit of America for the 
war tasks that confront us, 
thereby rendering an imme- 
diate military service sur- 
passed in magnitude only by 
that of those who fight for us 
on our ships and in the front 
line trenches. 

Is “war work in the schools” 
of permanent educational val- 
ue? The answer lies largely 
with the individual teacher. 
She can, if she will, so. intro- 
duce the spirit and content of 
the war into the fundamental 
school subjects, so illumine 
the everyday tasks of the 
school with the light of the 
great cause for which we are 
fighting, that these too! sub- 
jects will live as they have 
never lived before in the lives 
of children, and boys and girls 
will receive, from subjects 
once regarded as dry and un- 
satisfying, something of that 
inspiration that is the crown 
and glory of good teaching. 

There are for us now just 
two tasks of supreme im- 
portance: To win the war for 
freedom, democracy and peace, 
and to fit ourselves and our 
children for life and citizen- ' 
ship in the new era which the 
war is bringing in. The teacher 
serves in both. 

P. P. CLAXTON 


JUNIOR FOUR MINUTE MEN 
CAMPAIGN 

The next number of National School 
Service, issued September 15, will contain 
material for the Junior Four Minute Men 
Fourth Liberty Loan contest to be held 
under the auspices of the Four Minute 
Men, of the Committee on Public Informa- 
tion. The children should begin to prepare 
their essays and talks immediately upon the 
arrival of the special Junior Four Minute 
Men Fourth Liberty Loan number, 
because in many communities it will be 
desirable to hold contests early in the cam- 
paign. The Fourth Liberty Loan campaign 
will be held from September 28 to October 
19, inclusive. Extra copies of this special 
number may be obtained from the State 
Directors of Four Minute Men. 

The state directors of Four Minute 
Men and chairmen in more than 6,000 com- 
munities in which they are organized, will be 
glad to cooperate w T ith you in every possible 
manner during this campaign. 

Two Junior Four Minute Men contests 
have been held successfully during the past 
year: one on War Savings Stamps and one 
on the Third Liberty Loan. In these con- 
tests the children prepared four minute 
talks, or short essays, from material pro- 
vided through the Four Minute Men of the 
Committee on Public Information. The 
best of these were then given by their 
authors at a meeting of teachers and pupils, 
and the winners chosen. More than thirty 
thousand favorable reports on these con- 
tests were received at Washington. 

<§> 

THE THRIFT PROGRAM 

War savings in the schools is to be 
given constant emphasis by the Division 
of Education of the War Savings Com- 
mittee of the Treasury Department. The 
following tentative thrift program has 
been outlined for the coming year, sub- 
ject to revision as new situations arise: 

September. — Distribution of a bulletin 
of supplementary number and arithmetic 
problems arranged by grades to present 
the importance of thrift and war savings. 

October. — The emphasis on elementary 
lessons in thrift through supplementary 
problems requiring interest computations 
on investments in War Savings .stamps. 

November. — Study of the “War Savings 
Primer,” showing the relation of saving 
money to saving labor and materials. 

December. — The importance of thrift 
and buying Government securities inter- 
preted in “Winning the War,” a play for 
the intermediate and upper grades. 

January. — The distribution of a clearing 
house bulletin showing successful methods 
and devices used in the sale of stamps, 
and of “Written English,” containing a list 
of subjects on thrift with unique methods 
of interesting children. 

February. — Use of the “Thrift Reader” 
to be sent free to all schools. 

March. — A campaign to teach children, 
by the aid of the Thrift stamps and War 
Savings stamps, the simple facts and prin- 
ciples related to labor and capital. 

April. — The emphasis of thrift in rela- 
tion to democracy. 

May. — Plans for canying on the summer 
activities. 



10 


NATIONAL SCHOOL SERVICE 


September 1 , 1018 


THE JUNIOR RED CROSS 


Rapid Growth Accompanies War 
Service Activities in Past Year 

The Junior Red Cross has answered the 
question, “What can 1 do to help win the 
war?” in such a way as to harmonize with 
the child’s educational activities. In giving 
children the opportunity to render direct 
service to our fighting men and our asso- 
ciates in the war through their school work 
in sewing, manual training, art, and cook- 
ing, the Junior Red Cross and other agencies 
create a powerful motive for better school 
work. The recognition of their part in the 
war, with the responsibility placed upon 
them of doing their part, is a challenge too 
strong to be resisted. The test of their 
natural eagerness to be real participants in 
world citizenship is found in the fact that 
in ten months the Junior membership has 
grown from zero to 8,376,643. 

What Juniors Have Done 

Refugee garments, hospital garments and 
supplies, knitted articles and comfort kits, 
are standard Red Cross supplies that the 
Juniors have turned in to chapters by the 
hundreds of thousands, all made as part of 
the regular school sewing course. In school 
workshops boys have made Red Cross 
packing boxes, ten different articles of 
furniture for Red Cross convalescent 
houses, knitting needles, applicators, 
various pieces of workroom furniture, 
games, puzzles, and dozens of miscellaneous 
articles. Cooking classes have sent jams, 
jellies, and other delicacies to local camps 
and hospitals. Juniors have served as 
stenographers and packers, and several 
towns have bicycle messenger corps at the 
service of the Red Cross chapter. 

Last January when the Red Cross 
Commission to France ordered clothing 
for the destitute refugees, the Junior Red 
Cross far more than raised its quota of 
255,000 garments. More than three thou- 
sand pieces of furniture were made last 
year by the Juniors in school workshops for 
the Red Cross convalescent houses, con- 
structed in connection with the base and 
general hospitals in this country. 

How Funds Were Raised 

School auxiliaries are to a large extent 
self supporting. In raising and maintaining 
their school funds, the Juniors have shown 
resourcefulness, steadfastness, and unusual 
powers of cooperation. Individual con- 
tributions of pennies, nickels, and dimes 
have been made at a tremendous sacrifice 
of the luxuries of childhood — the ice cream 
cone, the stick of gum, and the movie show. 
Odd jobs undertaken to earn “Red Cross 
quarters” run from clerking in stores, 
through all the gamut of domestic duties 
and personal service, to such ingenious 
capitalization of climate as “standing on 
the corner with an umbrella and taking 
people home from the car for five cents!” 
"Entertainments, bazaars and the organized 
collection and sale of salvage provide valu- 
able training in real business methods. 

The New Teachers’ Manual 

The educational program is explained in 
a new teachers’ manual issued by the 
American Red Cross. “This book of some 


250 pages,” according to the educational 
director, “is in two parts. Part I explains 
by charts and written descriptions the 
Red Cross organization and the place the 
school auxiliary holds in it. Part II pre- 
sents definite educational activities and the 
program of service. In showing how Junior 
Red Cross activities can motivate school 
work it gives graded composition outlines, 
graded lists of library books on patriotic 
subjects, suggests patriotic programs and 
plays, and lists of games, slogans, poems, 
and songs, graded arithmetic lessons, Red 
Cross graphs and suggestions for drawing 
and designs. Its section on education in 
health includes a general health program, 
first aid, and home care of the sick. Direc- 
tions for managing bazaars and salvage cam- 
paigns, and detailed explanations showing 
how to make necessary Red Cross supplies 
are also included in the manual.” 

<§> 

EDUCATIONAL PROGRAM OF 
THE JUNIOR RED CROSS 

Besides making supplies, raising funds, 
and giving community service, members of 
the Junior Red Cross will center their atten- 
tion each month on some special activity. 
The teachers’ manual, giving detailed ex- 
planations of the regular educational ac- 
tivities and the program of service, is an- 
nounced for September. The school year’s 
program of special activities is as follows : 

September. — Formulation of plans for 
making contributions to the Junior Red 
Cross Bazaar in December. 

October. — Reading and discussion of 
Liberty Loan letters to be distributed 
by the Red Cross. 

November. — Writing letter’s to men in 
service by the class as a whole. 

December. — Junior Four Minute Men 
contests on “Why you should be a Red 
Cross Member.” The Junior Red Cross 
Bazaar. 

January. — Co-operation of the Junior 
Red Cross with the Council of National 
Defense and the several health organiza- 
tions to emphasize the necessity to pre- 
serve health. 

February. — Contests in writing messages 
from members of the Junior Red Cross 
to the children in the allied countries of 
Europe. 

March. — A campaign on sanitation in an 
effort to “clean up” the community. 

April. — An effort, in cooperation with 
established agricultural agencies, to put 
every vacant plot of ground under cul- 
tivation. 

May and June. — Red Cross exhibits, 
pageants, and parades — bringing together 
the results of the year’s work. 

RELIGION UNDER SHELL FIRE 

There is no greater heroism than the hero- 
ism of mercy. There is no truer bravery 
than the bravery of tenderness. Out of 
the crash of nation against nation arises 
a Christ-like sympathy, and the insignia of 
its tenderness is the cross of red. It is the 
only remaining glow of a Christian hope. 
It is religion under shell fire. It is a sigh 
set to the music of sympathetic action. 
— Opie Reed. 


COMMUNITY COUNCILS 
AND THE SCHOOLS 


The School District Suggested As 
Suitable Unit for Organization 

On February 2, 1918, the Council 6f 
National Defense, acting with the woman’s 
committee, recommended to the several 
state councils of defense and state divi- 
sions of the woman’s committee that they 
jointly organize Community Councils of 
Defense. It was recommended that this 
organization be built up by the thoroughly 
established county councils of defense and 
county divisions of the woman’s com- 
mittee. 

The school district was suggested as a 
suitable though not essential unit for the 
organization of community councils and 
the schoolhouse, because it is a meeting 
place owned by all the people of the com- 
munity, w T as suggested as the center. 

The fundamental objects of a community 
council of defense are: 

1. To provide a terminal organization 
of the council of defense system for the 
conduct of its w r ork in the community. 

2. To organize the entire community for 
war service under the council of defense 
and divisions of the woman’s committee. 

3. To enlist and maintain the enthusiasm 
and support of every individual in the 
community. 

4. To strengthen and work through the 
existing agencies in the community. 

5. To centralize and correlate the work 
of all organizations in the community. 

To secure these objects the Council of 
National Defense has recommended to 
state and county councils of defense and 
divisions of the woman’s committee, that 
a community council of defense: 

1 . Include in its membership every 
adult resident of the community. 

2. Provide frequent patriotic meetings, 
where the members of the council not only 
hear patriotic addresses but themselves take 
an active part in the meeting. 

3. Study the existing war machinery in 
the community. 

4. Bring all existing organizations doing 
war work into the community council. 
Though their responsibility to the county, 
state, and national organization should not 
be interfered with, the endeavor should be 
to bring them together so that they will not 
work at cross purposes or duplicate each 
other’s efforts. 

The Council of National Defense appeals 
to school teachers to render constructive 
assistance in the development of Com- 
munity Councils of Defense. There is 
hardly any part in the development of these 
organizations or in their work where the 
school teachers and the school cannot be 
of assistance. Where established school 
organizations exist, the teachers can also 
assist by bringing them into the Com- 
munity Councils of Defense. 

Full details as to the Community Council 
of Defense system can be obtained by ap- 
plication to the County Councils of De- 
fense or to units of the Woman’s Com- 
mittee. 


September 1, 1918 


NATIONAL SCHOOL SERVICE 


11 


Rural Schools 


PATRIOTIC SERVICE OF THE 
RURAL TEACHER' 

Nowhere in our school system has the 
influence of the war been more pronounced 
than in rural districts. The demand for 
greater material production has tended to 
draw the older pupils from the schools in 
order to assist in the farm work. The 
slender resources upon which many of the 
rural schools depend for support have not 
as yet been greatly increased by the gen- 
eral prosperity of the farming districts, 
— at least revenues have not increased pro- 
portionately to the increased cost of mate- 
rials and service. Most alarming of all war 
influences upon education, however, is the 
acute shortage of qualified teachers for the 
rural schools. In some states more provi- 
sional certificates are now issued in one day 
than in a whole year under peace condi- 
tions. 

Good Teaching Patriotic Service 

When we pause to consider the signifi- 
cance of education in a democracy, and the 
shortage of teachers and other effects of 
the war upon the country schools, it is clear- 
ly apparent that the rural teacher who re- 
mains at her post and does her work well is a 
true patriot. Nowhere is it more essential 
that the line of educational defense be safe- 
guarded and maintained than in the little 
outposts of learning represented by our 
300,000 rural and village schools. 

Tn general, the patriotic service of the 
rural teacher may be analyzed into three 
distinct lines: 

Special War Activities of the In- 
School Type 

By the in-school type are meant those war 
activities which fit in with the course of 
Study and become a regular part of the daily 
class work. These may be grouped under 
five heads: 

1. Food. Production and conservation — 
two phases. Food production is a chief 
national responsibility of farmers and 
should receive special attention in country 
schools. 

2. Thrift . Including both War Saving 
stamps and Liberty bonds. 

3. Patriotism. Education in patriotism, 
including instruction in loyalty, citizenship, 
and the English language; including also 
the Americanization of foreigners. 

4. Red Cross. Including war service and 

home relief. , 

5. Child Welfare. Including instruction 
in health and recreation as outlined for the 
children ’s year by the Children ’s Bureau. 

War Activities of the Out-of-School 
ype for Adults 

These activities include the organization 
and development of at least one club in 
each rural community to serve as a means 
of organizing war activities for adults. In 
genera] such community work should fol- 


low the program of the woman’s commit- 
tee of the Council of National Defense for 
organizing community councils of defense 
in rural districts. 

Regular Class Teaching 

Fortunately most rural supervisors and 
teachers are not only providing the amount 
and type of daily class instruction formerly 
accomplished in country schools, but are so 
vitalizing their teaching through war mo- 
tives that the regular work of rural schools 
has, upon the whole, vastly improved since 
the war began. The discussion of war 
activities in intermediate grades in the 
Intermediate Grades department offers 
some concrete suggestions for the redirec- 
tion of school subjects through patriotic 
interests. 

The several agencies charged with war 
functions have appreciated the usefulness of 
the schools as a means of reaching the peo- 
ple. Teachers and superintendents have at 
times been deluged with literature and re- 
quests for special service. The pressure 
upon rural teachers, in this connection, has 
been exceptionally heavy, because the coun- 
try school is the most effective medium for 
reaching the farmers. The great need of the 
schools, and particularly of the rural schools 
at the present time, is for some coordinat- 
ing agency which can so adapt and circu- 
late all the programs and drives originat- 
ed by the various Government agencies, that 
teachers and superintendents may meet each 
great war need successfully without injury 
to the children or neglect of the fundamen- 
tal function of education. The Rural 
Schools department of this publication is 
especially designed to assist country teach- 
ers to render patriotic service. In this 
attempt the editors of this section, in co- 
operation with other official and educa- 
tional agencies, will undertake : 

1. To make recommendations regarding 
the amount and kind of direct war work to 
be done in the average rural school. In a 
succeeding number a reasonable program of 
war activities for country schools will be 
presented. 

2. To offer suggestions for the develop- 
ment of community organizations in rural 
districts. 

3. To show rural teachers how regular 
school work in arithmetic, reading, geog- 
raphy, history, civics, etc., can be enriched 
and better taught through war activities 
and motives. 

<§> 

SCHOOL MAIL BOX 

Every country teacher who gets this first 
number should see that she receives later 
copies regularly and promptly. To insure 
safe delivery put up a mail box at the gate 
of your schoolhouse. Let the children 
help in making or in procuring this box, 
and connect its placing with the study of 
the United States postal system in the sev- 


enth and eighth grade civics class. When 
the mail box is in place for receiving this 
magazine, write to Washington and ask to 
have your school placed on the mailing lists 
for other Government publications and 
helps. Lists will appear in later issues. 

If possible, subscribe for the best daily 
newspaper of national rank in your section 
of the country, and for one of the best 
weekly periodicals on world events. 

<§> 

THE STUDY OF THE WAR IN 
RURAL SCHOOLS 

The war material of this publication 
will be found of much interest and value 
for study in rural schools. Some sug- 
gestions for the use of these articles and 
stories in regular classwork are here given : 

1. Use the article on ‘ ‘ The American 
Marines in France” for reading aloud at 
morning exercises; for reference reading 
in current events, geography, or history; 
or as supplementary reading in the upper 
grades. For the last named purpose, 
mark the article off into numbered sec- 
tions and have each member of the class 
prepare one section to read aloud in turn 
to the other members of the class. In 
this connection some word study and spell- 
ing will be necessary. In making up a 
spelling list from this account, select the 
more common and more frequently used 
words rather than the technical military 
terms and unfamiliar French names. A 
key to the pronunciation of French geo- 
graphical names will be found in the 
larger dictionaries. 

2. Have the children in the intermed- 
iate and upper grades search for good 
war stories in the best magazines and 
papers, and prepare these stories to tell 
to the rest of the school for morning ex- 
ercises or for oral language work. Be 
sure that the teacher approves each story 
before it is prepared and told. 

3. Use the story of a “Loyal Little 
Frenchman” in the Primary Grades de- 
partment of this magazine in grades one to 
three for story-telling by the teacher, and 
later for oral and written reproduction. 
Use it also as a basis for seatwork, having 
the children, make paper-cuttings, free- 
hand imaginative drawings, or clay models 
of the bakeshop where Louis worked, of 
the loaves he made, of one of the soldiers 
or child refugees who passed by, and of 
his father’s gun, cap, or canteen. 

4. Have intermediate grade children 
write an imaginative story or an account 
of the experiences of an American marine 
in France, the tale of a refugee child, 
or the autobiography of a French soldier 
who finds new courage in the coming of 
the Americans. 

5. If* possible, secure a picture or 
poster of a marine in uniform to show 
the children. 

6. If possible, invite an enlisted 
marine or other enlisted man from the 
local community to visit the school and 
speak to the children at morning exercises 
on the special duties and characteristics 
of the marine branch of the service. 
Have the older children summarize this 
talk and write it up as a composition 
exercise. 


12 


NATIONAL SCHOOL SERVICE 


September 1, 1918 


7. Have the children of all grades co- 
operate in preparing booklets of pictures, 
clippings, and original stories, articles, 
and poems on the marines. The best of 
these may later be sent to the men of the 
community enlisted in this branch of 
the service. 

8. Study with care the war map in this 
issue to determine the line as it stood on 
March 21, 1918, at the beginning of the 
spring drive; the extreme reach of the 
German advance up to July 15, 1918; and 
the territory recovered by the Allies up 
to the date of the map. 

9. In seventh and eighth grade geog- 
raphy, history, or civics classes, study 
the problems suggested in the article on 
‘^What Kind of a World Is Safe for De- 
mocracy?” in the Intermediate Grades 
section. 


10. Make a study during morning ex- 
ercises of the various agencies and in- 
strumentalities of modern warfare, such 
as liquid fire, gas and gas masks, tanks, 
airplanes, observation balloons, subma- 
rines. Have the children collect pictures 
of these inventions from magazines and 
papers to display on the school bulletin 
board while the study is in progress. 

11. Select a picture of General Foch 
from a current magazine or paper, and 
have the upper grades look up his biog- 
raphy and write an account of his life 
for their parents and for the younger 
children of the school. 

12. Be sure to use for the first three 
grades of the rural school the “Thrift 
Lesson” and the lesson on “The Care of 
Shoes” found in the Primary Grades sec- 
tion. 


Primary Grades 


A NEW PAGE IN THE SCHOOL 
PRIMER 

The children who enter school now are 
not like those of other Septembers. The 
war has affected the lives of even the 
youngest ones. The primary teacher asks 
herself how this war feeling may be utilized . 
To ignore the most stupendous thing in the 
world today is impossible. 

Instruction concerning the war in the 
primary grades should take the form of 
story telling (2) observation of special 
days, and (3) conversational lessons on the 
war and the relation of children to it. 
Examples of each of these types of instruc- 
tions are printed herewith. 


STORY TELLING 

Select true incidents of the war illustrating 
patriotism, heroism, and sacrifice. Stories 
centering about the action of children in 
France, Belgium, and other invaded coun- 
tries, and those about the Red Cross dogs, 
carrier pigeons, and horses appeal to chil- 
dren of these grades. The best methods of 
telling stories to little children should be 
used. The children may occasionally retell 
the story as a language exercise, or they 
may be encouraged to tell other good stories. 
Children enjoy the story of “A Loyal Little 
Frenchman.” 

A Loyal Little Frenchman 

Louis Raimbault was a boy who lived 
in a small village in France. His father was 
the only baker for miles around. Louis 
had ' often helped his father make the 
soft, powdery flour into crisp, brown loaves 
of bread. He had long wished that he, too, 
might be a baker like his father. 

One August day news came that Louis’ 
father must lay aside his baker’s apron and 
put on the uniform of a soldier. He must 
go with the other able-bodied men of France 
to drive the Germans from the land . Before 
joining his regiment, he baked ovenful after 


ovenful of bread. He knew the women 
and children and old men would have none 
unless he made it for them, for in France 
all the people buy their bread at the baker- 
ies. They do not make it in then’ homes. 
So he worked without rest or sleep until at 
last it came time for him to leave. After 
his father had gone, Louis waited on the 
people who came to buy bread. At the end 
of the first week only a few loaves remained. 

“Mother,” said Louis, “I can make the 
bread now that Papa has gone.” 

“No, Louis,” his mother replied, “it is 
impossible. You are not strong enough.” 

“Anyway, let me try,” begged little Louis. 
Finally his mother consented, and helped 
him the best she could. To the surprise 
of all his first baking was a success. 
The people of the village and of the country 
flocked in to buy his bread. Some of them 
came to see Louis at his work. Often they 
found him in the hot room, stripped to the 
waist, kneading the dough, or nimbly 
taking the crisp loaves from the oven on his 
long handled shovel. 

Often his back ached and his arms were 
tired. But he never complained. He felt 
that he must do his part to help France. 

Once when a neighboring town had no 
bread, this brave little boy did the work of 
two men until someone was found to replace 
the baker who had been called to the front . 

During a great battle when hundreds 
of poor refugees streamed through the 
village, Louis worked day and night in 
order that the hungry people might be fed. 
When the battle was over and the refugees 
returned, they saw the great general return 
little Louis’ salute with a smile, as he passed 
through the village. 

<§> 

When we think of saving, let us tiy to 
think of saving other usable things than 
food. Boys and girls in these days are 
so active that there is a great deal of 
wear and tear, especially tear, on cloth- 
ing. In play at home or at school, chil- 
dren should take good care of their 
clothing. 


OBSERVATION OF SPECIAL DAYS 

Special days should be made the occasion 
for special lessons in patriotism. Even a 
kindergarten child can be taught that he is 
a little American citizen. Let “My Coun- 
try,” “My Flag,” “My Language,” be the 
big thoughts of the lesson. 

Flag Salute for Primary Children 

I give my head, 

My hands, 

And my heart, 

To God and my country — 

One country, 

One language, 

And one flag. 

A Patriotic Exercise 

This is a good time to teach the recog- 
nition of the flags of England, France, 
Belgium , and Italy. The materials used are 
small flags, pictures, blackboard drawings 
in colored chalk. First the teacher describes 
a certain flag. Then the children find and 
name it. After the children are familiar 
with the different flags the teacher may 
ask, “Who will be a little French boy? 
Find your flag and salute it.” And so on 
with each flag. This exercise would have 
point during weeks when color recognition 
is being taught. 

Flag Etiquette 

The children love to play games with the 
flag. Teach them to hold up the flag, to 
keep it out of the dirt, not to destroy it, 
nor to throw it in the street when it is 
discarded. 

Our Flag 

I know three little sisters; 

I think you know them too. 

One is red, and one is white, 

The other one is blue. 

I know three little lessons 
Three little sisters tell. 

The first is love, then purity, 

And truth we love so well. 

<§> 

TALKS ON THE WAR 

The purpose of these talks is to teach 
children simple facts of why America went 
to war and what they as little Americans 
may do to help. 

Do any of you know anyone who has 
gone away to be a soldier? Where did he 
go? Why has he gone? Why are 
we fighting the Germans? What did they 
do to our ships? Suppose a German airplane 
should fly over our city. What would hap- 
pen to us? That is why father or brother 
has gone — to show them that they must 
not sink ships, to drive them out of the 
countries where they have been burning and 
killing. 

Some Ways Little Americans Can 
Help 

Saving pennies for Thrift stamps. 

Eating less of things the soldiers and 
peoples of Allied countries need. 

Eating less candy and other sweets. 

Eating everything on the plate. 

Saving waste in water, light, and fuel. 

Being careful of shoes and leather. We 
need all we can spare for the soldiers. 

Saving labor by not giving other people 
extra work. Helping mother and father at 
home. 


September ], 1918 


NATIONAL SCHOOL SERVICE 


13 


Helping keep the city clean by not throw- 
ing paper and waste about streets. 

Taking care of school books and public 
property. 

Trying to be better boys and girls so that 
older folks will not be troubled or worried. 

A First Lesson in Thrift 

Preparation. — The idea of thrift may 
be introduced through the story of “The 
Ant and the Grasshopper.” A language 
lesson about the squirrel and his preparation 
for winter would suggest the same idea. 

Presentation. — Show the children a 
Thrift stamp. IIo}v many have ever seen 
one before, or own one? When did you 
get it? How much did it cost? How did 
you get the money? Show the children a 
quarter. That will buy one stamp. Show 
them other coins which will add up to the 
necessary amount. Let them count out 
25 pennies. Let them make combinations 
of coins which will add up to twenty-five 
cents. Who gets the money that you pay 
for the stamp? What does Uncle Sam do 
with it? Don’t you want to help buy 
uniforms and shoes and guns for the brave 
soldiers? Every stamp you buy helps to 
do that. Do you ever have any pennies or 
nickels? How can you earn any? Won’t 
you try? 

Other talks will develop the War Saving 
stamp idea with Uncle Sam paying children 
for the loan of their money. 

The Care of Shoes 

Preparation. — Introduce the lesson by 
means of a general talk about shoes. Bring 
out why we need them (protection from cold 
and wet), what they are made of (leather). 
In this connection teach that the cow is 
the source of our leather supply and 
that this supply is limited, the labor re- 
quired in the manufacture of shoes, why 
shoes- wear out, and how they are repaired. 


WAR ACTIVITIES IN THE INTER- 
MEDIATE GRADES 

To some teachers there seems to be a 
conflict between the demands of the 
necessary emergency service and the nor- 
mal work of the school. Others, with 
clearer vision, see that through the war 
activities into which the schools have 
been thrust a wider and richer education 
is possible. Such teachers try to find 
what habits may be formed through these 
activities that will be of permanent life 
value, what ideas or ideals may be de- 
veloped, and what knowledge may be ob- 
tained. It will be an important purpose 
of this department to suggest answers to 
these questions for some of the most im- 
portant types of war activity in which the 
schools are engaged. 


Presentation. — Talk about our soldiers 
“over there” and their special need of 
good strong shoes because of their life in 
the trenches and their constant exposure 
to the weather. If the children are familiar 
with the story of Valley Forge make passing 
reference to the fact that the sufferings of 
Washington’s soldiers were sorely aggra- 
vated by the lack of proper protection for 
their feet. 

Explain to the class that the more shoes 
we wear out the less leather there will be to 
make shoes for t he soldiers w r ho are fighting 
for us. The men who work in shoe factories, 
moreover, ought to be able to spend most 
of their time making soldiers’ shoes. So we 
must try to make our shoes last as long as 
possible. 

Encourage the children to suggest ways in 
which they may make their shoes last. The 
following are among the suggestions which 
should be brought out. 

1. Do not slide. 

2. Do not scuff your feet. 

3. Do not kick against hard objects in 
going up steps. 

4. Do not let your shoes get wet. 

5. Wear overshoes in wet or snowy 
weather. 

6. Keep your shoes clean. 

7. Have your shoes repaired as soon as 
they begin to wear out. 

8. Have your shoes repaired again and 
again. 

Conclusion. — By means of questions 
make sure that the pupils realize why 
it is particularly important to take care 
of shoes in war-time . Have the children go 
over the various ways in which they can 
help do this. 

(Adapted from the “Outline of an Emer- 
gency Course of Instruction on the War,” 
by Coulomb, Gerson, and McKinley,) 

<§> 

Just the best that you can do, 

Is the service asked of you. 


Health Activities 

As a result of the physical defects dis- 
covered among the men who have been 
called into military service, a campaign 
for physical betterment has been insti- 
tuted as an essential part of the program 
for national defense. For the schools, pro- 
grams of physical education have been 
developed. There can be no question that 
this work is educational in character. 

With the children of the intermediate 
grades, the habits formed are probably 
more valuable than the ideas gained, 
though both are important. In many 
schools health clubs have been organized, 
and a system of daily reports instituted. 
The number of pupils who cleaned their 
teeth before coming to school, the number 
who slept with their windows open at 
least six inches the night before, and who 


slept nine hours are recorded each day. 
There is nothing new in this, but it has 
been given an added impetus by its. place 
in the program of war activities. The boy 
who thought his mother nagged a fellow 
when she insisted on clean teeth is led, 
with his fellows, to see this simple act in 
the light of national service. Health is 
taken out of the field of merely personal 
concern, and made a duty one owes to the 
nation. If we are to be a strong and 
worthy nation, we must be strong and 
worthy individually. If bad teeth inter- 
fere with one’s capacity to be a soldier, 
then it is unpatriotic to neglect the teeth. 
We have in the past put the emphasis on 
what was good for the boy. Now the 
stress is laid on what the boy can do for 
the nation of which he is proud to be a 
part. Here are ideas and ideals which 
lift the pettiest detail into dignity, and 
which exercise a lasting effect upon daily 
conduct. 

Junior Red Cross Activities 

In this field it is the spirit that animates 
the children’s activity, their understanding 
of the reason for it, the feelings they have 
in its performance, that are educationally 
valuable. Knitting, making comfort kits, 
raising money by selling tinfoil, and simi- 
lar activities, are not in themselves of 
sufficient educational importance to war- 
rant the taking of a large amount of time 
from a busy school day. But time may be 
taken to show the children how to per- 
form these and similar services so that 
they may engage in them in their spare 
time, and to help them appreciate the 
value of the service sufficiently to lead 
them to give out-of-school time to it. It 
is here that a broad conception of real 
sendee is absolutely essential to the 
teacher, in order that she may guide her 
pupils wisely. The duty of us all, men 
and women, boys and girls, in this emer- 
gency situation, is to perform our usual 
service better than we ever have before, 
and then to add this further service. 

Children should be encouraged to work 
briskly and with close attention upon 
their regular tasks, to the end of saving 
time during the school day which they 
may devote to their Red Cross work, as 
well as to give a generous portion of their 
out-of-school time to this service. At the 
regular meetings of the Junior Red Cross, 
reports should be given and exhibitions 
made of what its members have done. 
Such reports may be presented at the 
school assembly, published in the school 
paper or the school news column of the 
local daily or weekly newspaper, or fea- 
tured in other ways. 

Conservation and Thrift 

The present conservation program is 
engendering habits and ideals of thrift 
that are of inestimable value. The em- 
phasis has been greatest upon food con- 
servation, but it should be extended to 
include clothing, shoes, paper, coal, and 
time. 

But there are other values which the 
intermediate grades may derive from the 
conservation program. The geography of 
the fourth grade usually gives an intro- 


Intermediate Grades 


14 


NATIONAL SCHOOL SERVICE 


September 1, 1918 


duction to the whole world, and that of 
the fifth grade deals with the United 
States, with an industrial emphasis or ap- 
proach in each case. Practically all of this 
work may grow out of the interest in con- 
servation. In addition there is necessi- 
tated much parallel work in composition 
and arithmetic, history and civics, indus- 
trial arts, and home making. 

Why Save Sugar? 

How the regular school work may be 
associated with the conservation program 
may be briefly suggested here. The sav- 
ing of sugar must be one of the strongly 
emphasized features of this fall’s cam- 
paign. In the home making or industrial 
arts class the questions may be raised, 
“Why is it important that the armies have 
sugar? Would it make any real difference 
if the people of Europe and America had 
no sugar at all?” To answer these ques- 
tions, it is necessary to consider the simple 
facts as to the important food elements. 
What are carbohydrates, fats, and protein? 
Of what use is each? Are there any of 
them we can do without? The facts are 
that of all foods which it is necessary to 
conserve, sugar is the easiest to do with- 
out. The average use in the United States 
was 83 pounds per person last year; less 
than one hundred years ago the yearly 
consumption was 9 pounds. Of course 
sugar is a food and is burned in the body 
for fuel. But there are two good reasons 
for not eating too much sugar. If we eat 
a large quantity of candy in addition to 
already sufficient meals, we are over-eat- 
ing, and our digestions may suffer in con- 
sequence. And eating sweets sometimes 
satisfies cur feeling of hunger so that we 
have no appetite for our other food. This 
results in under-nourishment, because 
sugar is pure carbohydrate, with none of 
the other food elements which are essen- 
tial to the well being of the body. But 
although none of us needs much sugar, it 
is very essential for certain purposes. By 
its use much of our fruit is saved from 
waste and preserved in a concentrated 
form, thus making a very valuable food 
product. Sugar, moreover, is especially 
valuable as food for the soldiers, because 
it bums so rapidly in the body that it 
gives energy more quickly than other 
foods. These and other valuable facts 
about sugar may be found in “Food Guide 
for War Service at Home,” prepared under 
the direction of the United States Food 
Administration, and published by Charles 
Scribner’s Sons. 

Reasons for the Sugar Shortage 

Why is there a sugar shortage? To 
answer this, we are led to a study of the 
sugar producing regions of the world. 
From what is sugar made? What is the 
chief area of sugar beet production? 
Where is sugar cane raised? Are there 
any other sources of sugar? What is their 
extent and value? Sugar, we find, is made 
from sugar cane, sugar beets, the sap of 
the maple tree, and from corn stalks. 
The large area of beet sugar production 
was in Europe. This being cut off, and our 
own increased beet sugar production hav- 
ing been inadequate to make up the de- 


ficiency, we find ourselves chiefly de- 
pendent upon cane sugar. This is produced 
in tropical and subtropical countries, only 
a small per cent of it in the United States. 
Ships are necessary to obtain it, and it is 
impossible to spare these ships to go to 
the sugar producing sections of the east- 
ern hemisphere. Consequently our sup- 
ply is limited in the main to Cuba and the 
West Indies, and we must share this sup- 
ply with our associates in the war. 

In gathering this and other information 
bearing upon the question in hand, studies 
must be made of the sugar producing 
countries, their climatic and cultural con- 
ditions, the people who engage in the 
work, life on a sugar plantation, lines of 
transportation, and cities important as 
transportation and manufacturing centers. 
The textbook is inadequate to furnish all 
of the information needed. Reference 
material must be sought. Letters must 
be written to ask for information. Com- 
putations of the relation of the amount 
available and the allotment per person 
afford a certain amount of arithmetical 
drill in review of fundamental processes. 
Further computation as to the total sav- 
ing resulting from a small saving per per- 
son may lead to advanced work in frac- 
tions, decimals, or denominate numbers. 

Similar studies may be developed for 
the production, consumption, and impor- 
tance of wheat, pork and other meats, 
leather, wool, cotton, corn, paper mate- 
rials, and coal. It is purposed to include 
some such studies in detail in future 
issues. 


WHAT THRIFT DOES 

Makes the clothes I wear. 

Builds the house I live in. 

Builds the free schools for my education. 

Protects me from the cold in winter. 

Provides the food I eat. 

Gives me time to play. 

Makes the stores and banks. 

Makes people happy and contented. 

Provides them with money. 

Stamps out waste and poverty. 

Just how does thrift do each of these 
things? Give examples. Each topic 
may be made the basis of a separate ex- 
ercise. 


VICTORY THROUGH 
THRIFT 

1. Every teacher should 
know the importance of, and 
the correct methods of secur- 
ing and selling Thrift Stamps 
and War Savings Stamps. 

2. Every teacher should or- 
ganize a War Savings Club 
during the first weeks of 
school. 

3. Every rural teacher should 
take with her a supply of 
stamps in the fall and should 
arrange to receive an addi- 
tional supply by mail. 


WHAT TO DO ABOUT THE 
FLAG 

First, have a flag. 

Some schools have a flag for every school 
room. Others have one for the school audi- 
torium. 

Second, study the history of the flag. 
This is a good topie for fourth or fifth 
grade history. Has our flag always been 
as it is today? How many stars in it ? How 
many stripes? Why? Most children know 
the story of Betsy Ross; all of them should. 
Did Betsy Ross make the first American 
flag? 

Third, learn how the flag should be treat- 
ed, and practice treating it in that manner. 

Fourth, begin the day with the flag 
salute : 

1 pledge allegiance to my flag and the Re- 
public for which it stands, one Nation, in- 
divisible, with, liberty and justice jor all. 

This is a suitable salute for the interme- 
diate grades. The salute ceremony has 
many variations, some of them very beau- 
tiful. The following is typical : The audi- 
torium is filled with children of the third, 
fourth, fifth, and sixth grades. At the 
rear door appears a pupil bearing the flag. 
A chord from the piano announces his pres- 
ence. The children all rise and face the flag 
as it is borne down the aisle. When the 
standard bearer reaches the front of the 
room and faces the assembled children, all 
rise and, extending their hands in salute, 
pledge allegiance in concert. The flag is 
dipped in recognition of the salute, and 
then is placed in the socket where it stands 
or hangs through the day. 

<§> 

WHAT KIND OF WORLD IS 
SAFE FOR DEMOCRACY? 

What kind of world is safe for democ- 
racy? Put the question to fifth and sixth 
grade pupils and let them think about it. 
Help their thinking by further questions: 
Is England safe for democracy? Is 
France? Is the United States? Is Rus- 
sia? A sixth grade study of these coun- 
tries, their people, their resources, their 
forms of government, and their schools, 
will draw upon all the geography they have 
to tell, and will necessitate recourse to cur- 
rent magazines, the daily newspapers, the 
encyclopedia, and any books of reference 
that the school library and the homes of 
the pupils afford. It will furnish oppor- 
tunity for the best of composition work 
in preparing oral or written presentations 
of special topics for which individual 
pupils can gather material, and which 
they will give to the class. Finally, it 
■will arouse an interest and result in a 
thoroughness of grasp that the routine 
textbook lesson could not produce. Such 
a study has been made in an intermediate 
grade, and a fuller report of it may be 
published in a later issue. The natural 
concluding question is: “What then can 
our boys and girls do to help make our 
country safe for democracy?” 

^ 

The German military autocracy must 
disappear from the earth. On this point 
the whole world and the best elements 
of the German nation itself are agreed. 


September 1 , 1918 NATIONAL' SCHOOL' SERVICE 15 


Upper Giades» d Hijfh School 


STUDYING THE WAR IN HIGH 
SCHOOLS 

In the “Outline of an Emergency Course 
of Instruction on the War,” issued by the 
Bureau of Education, is suggested that 
all students in high schools should take up 
each week some specified topic for study in 
connection with the war. 

This general plan for study of the war 
should be carried out in addition to the 
incidental references which will inevitably 
be made in the regular courses in history, 
as well as in the courses in composition, 
literature, civics, geography, current events, 
and even in the courses in sciences and 
foreign languages. 

It will be impossible in most schools to 
have such courses given by the history 
teacher alone. Some arrangement should 
therefore be made by which every student 
will have the opportunity, not only to 
learn of the events which finally led to the 
outbreak of the war, but to know why every 
ounce of energy in the Nation must be 
enlisted that the war may have a speedy and 
a victorious conclusion. 

The series of topics suggested provides 
that the account of the war itself should be 
preceded by an account, historical and 
descriptive, of the countries at war. There 
is a certain tendency for work of this sort 
to become dry and formal. In order that 
the interest of the students in the war story 
may not be lost, teachers might, for the 
first four or five weeks, arrange two parallel 
courses on alternate days. On the first day 
the lesson may be on the historical back- 
ground. The second lesson may begin the 
study of the war itself, commencing with the 
account of the murder of the Austrian arch- 
duke. When the study of the historic back- 
ground has been completed, both periods 
may be devoted to the study of the war. 

<$> 

STUDY ON THE STORY OF THE 
AMERICAN MARINES 

The story of the “American Marines in 
France,” telling the experiences of some of 
our boys on the way to the front, and in the 
fighting about Chateau-Thierry, gives fine 
materials and suggestions for war lessons. 
Have the story read in class. Then, on a 
map of the western front locate the approxi- 
mate position of the unit to which the v r riter 
of the letter belonged. In the account a 
number of expressions are used that should 
be explained, if possible, by the students. 

What is a camion, a “75,” a “210,” a 
“Minenwerfer,” a “stick grenade.” Why 
does the writer say “Hill 165,” instead of 
giving it another sort of name? What is a 
“barrage?” What is meant by “infiltrating 
through?” How many soldiers in a bat- 
talion? In a platoon? In other military 
units? 

Be careful, however, not to smother the 
vivid sf (try as told by the soldier by too 
much attention to the details. 


As a good exercise in English, have the 
boys and girls tell the story of the flight of 
the French refugees. Let each pupil 
imagine that he or she is one who has been 
driven from his home by the advancing 
Huns, and have each write his supposed 
experiences. 

Map Work 

Have the pupils make sketch maps, 
copying the one printed in this issue. From 
day to day have them mark in the advances 
made in each sector. When the next number 
of National School Service is received, a new 
map may be made. In this way, each boy 
and girl will have at the end of the school 
year a valuable series of maps showing the 
progress of the war. 


THE AMERICAN’S 
CREED 

I believe in the United 
States of America as a gov- 
ernment of the people, by the 
people, for the people, whose 
just powers are derived from 
the consent of the governed; a 
democracy in a Republic; a 
sovereign Nation of many 
sovereign States; a perfect 
Union, one and inseparable; 
established upon those prin- 
ciples of freedom, equality, 
justice, and humanity for 
which American patriots sac- 
rificed their lives and fortunes. 

I therefore believe it my 
duty to my country to love it, 
to support its Constitution, to 
obey its laws, to respect its 
flag, and to defend it against all 
enemies. 

WILLIAM TYLER PAGE 


ORIGIN AND EXPLANATION OF THE 
CREED 

In March, 1917, the city of Baltimore, 
through its mayor, offered a prize of $1 ,000 
for the best American creed. Several thou- 
sand creeds were submitted to the committee 
on manuscripts prior to the closing of the 
contest on September 14, 1917. The creed 
selected as the best w»as that written by 
William Tyler Page. 

The explanation of the creed was pre- 
pared by Matthew Page Andrews, chair- 
man of the committee on award. 

Explanation of the Creed 

The first clause, “I believe in the United 
States of America,” is suggested by the pre- 
amble to the Constitution of the United 
Stares. 

The second clause, “A government of 
the people, by the people, for the people,” 
is from Daniel Webster’s speech in the 
Senate of January 26, 1830, and Abraham 
Lincoln’s Gettysburg speech. 


“Whose just powers are derived from the 
consent of the governed,” is from the Dec- 
laration of Independence. 

“A democracy in a republic,” is in sub- 
stance from No. 10 of the Federalist, by 
Madison, and Article X of the amendments 
to the Constitution of the United States. 

“A sovereign Nation of many sovereign 
states,” from E pluribus unum, the motto 
on the great seal of the United States, and 
Article IV of the Constitution of the United 
States. 

“A perfect Union,” goes back to the 
preamble to the Constitution. 

“One and inseparable,” Webster’s speech 
in the Senate of January 26, 1830. 

“Established upon those principles of 
freedom, equality, justice, and humanity,” 
from the Declaration of Independence. 

“For which American patriots sacrificed 
their lives and fortunes,” from the Declara- 
tion of Independence, and Lincoln’s Gettys- 
burg address. 

“I therefore believe it is my duty to my 
country to love it,” in substance from 
Edward Everett Hale’s, “The Man With- 
out a Country.” 

“To support its Constitution,” from the 
oath of allegiance, section 1757 of the 
Revised Statutes of the United States. 

“To obey its laws,” from Washington's 
Farewell Address and from Article VI of 
the Constitution of the United States. 

“To respect its flag,” Army and Navy 
regulations; War Department circular on 
Flag Etiquette, April 14, 1917. 

“And to defend it against all enemies,” 
from the oath of allegiance, section 1757 
of the Revised Statutes of the United States. 

<§> 

SELLING THRIFT STAMPS 


One Way 

“Good morning, boys and girls! Uncle 
Sam needs some more money this morning. 
When the boys went forward this morning 
they had to use a lot of ammunition. 
Besides, there were a number of uniforms 
badly torn when the soldiers went through 
the German barbed wire, and some helmets 
had holes shot in them, the Hun bullets 
just missing the soldiers underneath. 

“How many stamps are we going to buy 
to help make everything all right again? 
John wants two; Mary, one. 

“John, how did you get your fifty cents?” 

“I worked in the provision store on Satur- 
day.” 

“That’s fine! Who else wants stamps?” 

Another Way 

“Good morning, boys and girls. Does 
anyone want to buy a thrift stamp? No? 
Very well , take out your geographies and we 
will continue yesterday’s lesson.” 

Which is your way? 

<§> 

PRIZES FOR WAR WORK 

The Philadelphia Chamber of Commerce 
has offered a number of prizes for war 
service, to be awarded in each high school 
in the city to that student w r ho, in the 
judgment of the principal, has rendered t he 
most efficient service during vacation. The 
only condition is that the work must be 
done under the auspices of some public 
organization . 



1C 


NATIONAL SCHOOL SERVICE 


September 1, 1918 


THE CHILDREN’S YEAR 
CAMPAIGN 

Saving 100,000 babies is the immediate 
goal of the children’s year campaign of the 
Children’s Bureau of the United States De- 
partment of Labor and the child welfare 
department of the woman’s committee 
of the Council of National Defense. The 
campaign is being conducted through 
12,874 local units of the woman’s com- 
mittee. If this campaign is to achieve its 
aim in every community, the teacher, whose 
influence reaches in a thousand ways into 
community life, must have a sympathetic 
understanding of the movement. 

The essentials of adequate wartime pro- 
tection for the children of the United States, 
according to the Children’s Bureau program, 
are: the public protection of maternity and 
infancy, a family income sufficient to 
provide normal home surroundings, proper 
enforcement of state school attendance 
and child labor laws, and wholesome 
recreation. 

The children’s year program should have 
the intelligent support of every teacher. 
Through the local units of the woman’s 
committee, or directly from the Children’s 
Bureau, the teacher can secure the infor- 
mation and assistance necessary to insure 
complete cooperation. 

' <§> 

AMERICAN COUNCIL ON 
EDUCATION 

The American Council on Education 
representing twenty national educational 
associations of the country, is conducting 
a campaign to induce students to enter 
college and high school this fall. The War 
Department is calling for a large college 
enrollment in order that it may have, as a 
military asset, an adequate supply of ma- 
terial for officers, technicians, and business 
administrators. The council is doing all it 
can to help secure this enrollment. 

Two hundred French women will pursue 
their studies in American colleges on free 
scholarships arranged by the council. In 
addition, the council is arranging for the 
reception of the commission of English 
university professors which will visit the 
leading educational institutions of the coun- 
try during the fall and winter. 


THE BOYS’ WORKING RESERVE 

One hundred sixty-five thousand boys in 
American high schools and colleges have 
enlisted in the Boys’ Working Reserve, 
organized under the division of employ- 
ment service of the Department of Labor. 
As many more boys who were not in school 
are actually at work on the farms. 

According to a statement issued by the 
division of employment service. Depart- 
ment of Labor, the seventy-five thousand 
boys enrolled in the Working Reserve last 
year saved much food and many thousands 
of dollars. 

Fifty-eight boys from two of the high 
schools of Philadelphia saved the apple crop 
in Adams County, Pennsylvania. 

Sixty boys who lived in camp near 
Thompson ville, Mich., assisted in har- 
vesting the fruit in the orchards of the Betsy 
River Orchard Company. 

Boy workers saved a million dollars’ worth 
of fruit in Idaho last year which, but for 
them, would have rotted under the trees. 


Two camps of 129 boys in Arizona, hoed 
and thinned 2,220 acres of cotton, 85 
acres of melons and 25 acres of potatoes. 
Approximately 25,000,000 bushels of pota- 
toes were raised in Aroostook County, 
Maine, in the summer of 1917. Boys were 
a large factor in the harvesting of this crop. 

The 330,000 youths at work or in training 
this season are certain to effect correspond- 
ingly large savings in food and money in 
their efforts to help win the war. 

# 

WAR SLIDES AND LECTURES 

Descriptions unless accompanied by illus- 
trations are hazy and indefinite. To fill 
the need in our schools for an adequate view 
of the war, a series of lectures illustrated 
with stereopticon slides is being prepared. 
This series wall include lectures on (1) The 
Training of Soldiers in Our Cantonments, 
(2) Trenches and Trench Warfare, (3) 
Airplanes and How They Are Made, (4) 
The. Navy at Work, (5) Building Ships, 
(6) On Board the Transports to France. 

School superintendents and teachers will 
find these lectures and slides just what is 
needed to give their pupils an intelligent 
idea of what our Government is doing to 
win the war. Each lecture is accompanied 
by from 45 to 65 slides. The slides are sold 
at the nominal price of 15 cents each, a 
mimeographed copy of the accompanying 
lecture being furnished free to each pur- 
chaser of a set of slides. Thus the complete 
price of lecture and slides, which become the 
property of the purchaser, will vary from 
$6.75 to $9.75. It is not practicable to 
supply the slides on a rental basis. The 
lectures and slides will be available for use 
about October 1, at which time a full 
prospectus will be issued. 

Address the Division of Civic and Educa- 
tional Publications, Section A, Committee 
on Public Information, Washington, D. C. 


FOR THE SAFETY OF OUR 

SOLDIERS IN FRANCE 

Here is an emergency mes- 
sage: 

The most effective material 
for neutralizing poison gas in 
gas masks is charcoal made 
from peach pits, apricot pits, 
plum pits, prune pits, cherry 
pits, and the shells, not the 
husks, of hickory nuts, wal- 
nuts, and butternuts. The 
Chemical Warfare Service of 
the U. S. Army has appealed to 
the Boy Scouts, to 131,000 War 
Savings societies, and to other 
children’s organizations to col- 
lect these products in every 
community. Bags, with defi- 
nite shipping instructions, will 
be sent to those placed in 
charge of this collection work 
and definite arrangements will 
be made to dispose of the pits 
and shells collected. 

It is interesting to know that 
200 peach pits are required to 
produce enough carbon for one 
gas mask respirator, and that it 
takes seven pounds of pits or 
shells to make the carbon for 
one gas mask. 


PUBLICATIONS OF THE COMMITTEE 
ON PUBLIC INFORMATION 

I. Red White and Blue Series 

How the War Came to America. 32 pages. 

(Translations into German, Polish, Bohemian, 
Italian, Spanish, Swedish, Portuguese and 
Yiddish. 

National Service Handbook. 246 pages. ( 15 
cents. ) 

The Battle Line of Democracy. A collection of 
patriotic prose and poetry. 134 pages. (15 
cents. ) 

The President’s Flag Day Address, with Evi- 
dence of Germany’s Plans. 32 pages. 

Conquest and Kultur. Quotations from German 
writers revealing the plans and purposes of 
pan-Germany. 160 pages. 

German War Practices : Part I — Treatment of 
Civilians. By Dana C. Munro and others. 91 
pages. 

War Cyclopedia : A Handbook for Ready Ref- 
erence on the Great War. By F. L. Paxson, 
E. S. Corwin, and S. B. Harding. 321 pages. 
(25 cents.) 

German Treatment of Conquered Territory : 
Part II of “German War Practices.” By Dana 
C. Munro and others. 61 pages. 

War, Labor and Peace: Some recent addresses 
and Writings of the President. American 
Reply to the Pope ; Address to the American 
Federation of Labor ; Messages to Congress of 
Dec. 4, 1917, Jan. 8, and Feb. 11, 1918. 48 

pages. 

German Plots and Intrigues : Activities of the 
German System in the United States during 
the Period of Our Neutrality. By E. E. 
Sperry and W. M. West. 

II. War Information Series 

The War Message and the Facts Behind It. 32 
pages. 

The Nation in Arms. Two addresses by Secre- 
taries Lane and Baker. 16 pages. 

The Government of Germany. By Charles D. 
Hazen. 16 pages. 

The Great War : From Spectator to Participant. 
By A. C. McLaughlin. 16 pages. 

A War of Self-Defense. Addresses by Secretary 
of State Lansing and Assistant Secretary of 
Labor Post. 22 pages. 

American Loyalty. By American citizens of 

German descent. 24 pages. 

Amerikanische Bfirgertreue. German transla- 
tion of No. 106. 

American Interest in Popular Government 
Abroad. By E. B. Greene. 16 pages. 

Home Reading Course for Citizen Soldiers. Pre- 
pared by the War Department. 62 pages. 
(Out of print.) 

First Session of the War Congress. Complete 
summary of all legislation. 48 pages. 

The German War Code. By G. W. Scott and 
J. W. Garner. 16 pages. 

American and Allied Ideals. By Stuart P. Sher- 
man. 24 pages. 

German Militarism and Its German Critics. By 
Charles Altschul. 48 pages. 

The War for Peace. Views of American Peace 
organizations and leaders in the present war. 
By Arthur D. Call. 48 pages. 

Why America Fights Germany. By John S. P. 
Tatlock. 13 pages. 

The Study of the Great War: A topical outline 
with extensive quotations and reading refer- 
ences. By Samuel B. Harding. 96 pages. 

The Activities of the Committee on Public In- 
formation. By George Creel, Chairman of the 
committee. 

III. Loyalty Leaflets 

Friendly Words to the Foreign Born. By Judge 
Joseph Buffington. (Translations into the 
principal foreign languages are in prepara- 
tion. ) 

The Prussian System. By F. C. Walcott, of the 
United States Food Administration. 

Labor and the War. President Wilson’s Ad- 
dress to the American Federation of Labor, 
November 12, 1917. 

War Message to the Farmer. By President 
Wilson. 

Plain Issues of the War. By Elihu Root, Ex- 
Secretary of State. 

Ways to Serve the Nation. A Proclamation by 
President Wilson. 

What Really Matters. By a well-known news- 
paper writer. 

IV. Miscellaneous 

Germany’s Confession. A summary of the 
Lichnowsky Memorandum. 

V. Official Bulletin 

(Published daily; price, $5.00 per year.) 

The above publications are distributed free , 

except as noted. Address, Committee on Public 

Information, Division on Civic and Educational 

Publications, 10 Jackson Place, Washington, 


W.S, 4 <*U«4»KVm. «»j tfx'iftMdVw, 

JUNIOR FOUR MINUTE MEN LIBERTY LOAN NUMBER 

NATI O NAL 

School Service 

PUBLISHED BY THE COMMITTEE ON PUBLIC INFORMATION 


Volume I WASHINGTON, D.C., SEPTEMBER 15, 1918 Number 2 


PERSONAL NARRATIVE OF 
A SUBMARINE SINKING 

How it Feels to be Torpedoed — American 
Heroism and the Hospitality of 
British Jack-Tars 

To have one’s ship sunk by a sub- 
marine, to suffer an aerial bombardment 
in London, and to experience the shelling 
of Paris by the great long-range guns of 
the Germans, all in one trip, is the fortune 
of few persons even in these days of peril- 
ous travel abroad. Such was the unique 
experience of Mr. Abner Lamed of De- 
troit, who tells the story in an issue of the 
Detroit Times. 

“It had grown to be about 5:30 in the 
evening,” said he, in 
speaking of the sink- 
ing of his vessel by 
a submarine, “when 
I walked about the 
deck. I noticed there 
was a lingering glow 
in the western sky 
and against that the 
ships of our convoy 
stood out with great 
distinctness. That is 
the hour the U-boat 
works, for then the 
periseope cannot be 
distinguished and the 
ships make a splen- 
did target against 
the gold of the sky. 

“I shall never for- 
get that sensation 
when the shock came. 

It came, of course, 
without the slightest 
warning. No one 
had seen a periscope 
or a U-boat, and yet 
the U-boat was there. 

We were by this time 
a convoy of 20 ships. 

Twelve of our ships 
had sailed across 
the Atlantic and had 
been met in mid- 
ocean by eight de- 
stroyers. These destroyers were distributed 
along our sides. We traveled in columns 
of three and the destroyers made a net of 
safety, and they wove back and forth so as 
to cover as much of the sea as possible. 
When they appeared, we felt that our days 
of anxiety were over and now we should 
certainly make our port without a doubt. 
Right in the midst of that feeling of safety 
came the crash of the torpedo. We can 
never forget that sensation. Believe me, 


you don’t have any doubt about what it is. 
Immediately the knowledge travels straight 
to the center of your heart. ‘They’ve got 
us!’ — that is the sensation. 

“All the lights went out, and I heard 
the noise of the passengers first rushing to 
their staterooms, and then tearing for the 
open air. That is the most horrible sound of 
all. As I was in my stateroom, feeling for 
my preserver, and getting my coat on, I 
thought the mob had gone crazy. There 
was a staircase just outside and they 
seemed to be tumbling down like cattle 
into the ship. I opened the door on the 
corridor with that feeling in the mind. 
I never had a greater surprise in my life, 
because the cooler heads had already 
taken charge of the situation. They were 


saying: ‘Keep your heads, boys. Take 

your time.’ Those men, in the supreme 
test of their lives, those young officers, 
the cream of our young men, were meet- 
ing that test in the way that we might 
expect gallant young Americans to meet 
it, like men and gentlemen. 

“Now I want to say this, there were 
2500 men, not all college graduates by 
any means, men from the farm, from the 
(Continued on page 2) 


HOME SERVICE HELPS 
FIGHTING MORALE 

The Red Cross Appeals to Teachers to 
Cooperate in Aiding Families of 
Men in Service 

Men are better fighters if they know 
that their home folks will not suffer in their 
absence. Providing for the welfare of the 
families of men in the service of the United 
States army or navy is a war responsibility, 
in which every American teacher can share. 
The Red Cross is the agency through which 
each community endeavors to make sure 
that neither sympathy nor expert advice 
and information shall be lacking to the 
family of any soldier or sailor, and -that 
there shall be ho suf- 
fering for lack of 
money among fight- 
ers’ families. 

This Red Cross 
activity is dependent 
for its effectiveness 
to a very great ex- 
tent upon the atti- 
tude of the people 
in each town and 
county. It is de- 
pendent for success 
upon a general un- 
derstanding that it 
is really the organ- 
ized effort on the 
part of the Ameri- 
can people to make 
up to the family of 
a fighter, as far as 
possible, the loss 
which his patriotic 
devotion is causing 
them. 

The purpose of the 
Red Cross home ser- 
vice is to conserve 
human resources in 
the families of the 
men in service, to 
relieve emergency 
needs, to supplement 
government provi- 
sions for dependents, 
to help disabled soldiers, to supply neces- 
sary information to men in service or to 
their families, and to help maintain the 
morale of our fighting forces by safeguard- 
ing their homes in every possible way. 

In a direct appeal to the teachers of the 
country, W. Frank Persons, director gen- 
eral of civilian relief for the American Red 
Cross, has issued the following statement: 

“As representing the five thousand home 
service sections of the American Red Cross 


SECRETARY McADOO ASKS CHILDREN’S HELP 

To the Boys and Girls of America: 

Every little girl and every little boy and every big girl and every 
big boy in the United States can help their Government in this great war, 
and help our noble sons and brothers who are fighting this war for us, 
by saving their money and lending every cent of it to the Government. 
The Government gives you a bond, or an obligation to pay the money 
back in full with interest. I want all of you to save to the limit and lend 
to the Government to the limit of your ability. I want you to make 
your mothers and fathers save to the limit and lend to the limit to their 
Government. Every girl and boy, especially every little girl and every 
little boy, is, or ought to be, the boss of their mothers and fathers; and I 
know that if you make a patriotic appeal to your mothers and fathers to 
save money and lend it to the Government to help our gallant soldiers 
and sailors who are fighting to save our liberties and our country, your 
mothers and fathers will listen to you and take your advice. 

The future of the country concerns the hoys and girls of America 
more than the old people of America, because the future is what you 
must take care of. Your seniors are trying to take care of the present in 
order that they may hand down to you young people unimpaired the 
splendid institutions of freedom and democracy which our forefathers 
handed down to us. Let every girl do her part; let every boy do his 
part; and let every mother and father do their part; and the military 
despotism for which the Kaiser stands will be swept away by universal 
liberty and triumphant democracy! 

W. G. McADOO 


2 . <J. sef" 



2 


NATIONAL SCHOOL SERV 


away quite tso quickly 


it vt <1 + It A i it l-i no f 




EPTEMBER 15, 1918 
as they should, 

» .1 /i« K AO t 


already organized, may I earnestly request 
the cooperation of the school teachers of 
this country in our difficult but inspiring 
task. On our shoulders has been laid the 
responsibility for seeing that all goes well 
in the homes from which the men in the 
service have gone forth. Already over 
500,000 families have turned to us for 
counsel or assistance. 

“The problem exists not only in the 
large cities where organization is compara- 
tively easy, but in industrial towns, in min- 
ing villages, on the Western plains, and 
in isolated mountain hamlets. 

“There are three ways in which you can 
be of special help : 

“1. Tell the home service sections about 
soldiers’ children who are falling behind 
mentally or physically, or about particu- 
larly promising children who should be 
given special opportunities, or about chil- 
dren who are going to work because the 
family income is lowered by the man’s de- 
parture. 

“2. Offer your personal services to the 
home service sections so that you may be 
called upon to visit some family which 
may need just the kind of interest aud 
stimulus you can give. 

“3. Stimulate community interest in, 
and understanding of, Red Cross home 
service. 

“The home service sections earnestly 
desire that every child in the family of a 
soldier or sailor or marine shall have at 
least as good a chance for development as 
if the man had not gone into the service. 
We ask you to help us make good this 
undertaking.” 

PERSONAL NARRATIVE OF A 
SUBMARINE SINKING 

(Continued from page 1) 
factory, from every walk of life, day 
laborers, all sorts and conditions of Amer- 
icans, but in that 2500 I did not see a 
single cowardly act. I did not see a single 
man push another man out of the way to 
take his place, but I saw scores of in- 
stances of the finest kind of unselfishness 
and service, the finest kind of conduct 
that I could ask for from any men, coming 
from whatever social strata you please. 

“The ship had been wounded mortally, 


and we knew it. The deck was sliding 
back, and we knew that the ship was 
going to sink; and yet those fellows were 
just as courteous and nice to me as though 
we had been in some parlor with all the 
evening before us. I got on the edge of 
the crowd and tried to put the suit on, 
and these fellows said, ‘Here, let us help 
you.’ With their help I got it on, but it 


was wrong side out. As I figured it, I 
would probably float downward, with my 
head about two feet under water. I 
called their attention to it, and they 
laughed, actually laughed, and said, ‘Let’s 
get it off.’ So I got it off and put it on 
right. 

Weird Scenes Overboard 

“I looked over the side of the ship, and 
the scenes I saw then I can never forget. 
Frequently in the night I get to thinking 
of those things aud thinking that perhaps 
there was something that I might have 
done that I didn ’t do to help some chap, 
and I feel self-coudemned at the thought 
that I may have let some opportunity 
slip. Here is what I saw. 

“These boys, many from the plains of 
Oklahoma and Texas, had never seen a 
lifeboat before sailing, and suddenly they 
were called upon to do the very skilled 
thing of swinging out the lifeboat on the 
davits, lowering the ropes, and getting the 
men into the boats. ... I saw one boat 
go down, and the front rope gave wav and 
spilled the men into the sea. I saw one 
boat launched successfully, but the boys 
had not been instructed and did not push 


That boat crashed down on them and they 
all went into the sea, probably most of 
them killed by the concussion. I saw a 
rope going past me, and every once in 
a while I would see some fellow slide down. 
By turning my flash-light I saw that the 
rope went into the sea. These fellows 


growing desperate slid down the rope. 
You would think a man would stay 
by the ship, but somehow they thought 
they would rather be off, and they went 
down to watery graves, when they would 
have been saved had they stayed aboard. 

Rescued by a British Destroyer 

“About forty minutes had elasped before 
any boat put back to us. Of course, as 
soon as we were hit every ship in the con- 
voy went ahead as fast as it could. It 
would have been folly for any ship to stop. 
Somewhere the U-boat was lurking, and 
any ship would be coming back to almost 
certain disaster; but usually a destroyer 
turns back, and I looked for a destroyer. 
Finally off our starboard bow we saw the 
flashes of light and knew that someone 
was coming. In the meantime, our aux- 
iliary lighting system was turned on, and 
it made us all nervous. It is frequently 
the case that the U-boat stands by and 
watches the boat to see if she is sinking 
rapidly, and perhaps to send another 
torpedo to make sure of it. So we were 
in constant apprehension of the arrival 
of the second torpedo. The destroyer 
pulled up alongside of us, ropes were 
passed, and she was soon filled and pulled 
away into the night. I was one of those 
left on board the sinking vessel. It was 
then about an hour since the explosion. 
These ships frequently go down in fifteen 
or sixteen minutes, and we could not tell 
when our ship was going down. 

“After we had been on the ship about 
an hour and three-quarters, we heard a 
sound forward. Someone was calling, 
‘Are there any Hundredth Squadron men 
here?’ We followed the voice forward, 
and at first we could discern nothing. 
While we had stood there, the three of us, 
talking and looking out over the sea, the 
crowd had all vanished. We had not ob- 
served that they had left us, but when 
we got forward we saw the cause. 

“There we could just make out dimly the 
outlines of another destroyer. We had sunk 
so low at this time that wc could step 
without difficulty from our deck to the 
deck of the destroyer. The only difficulty 



First German U-Boat Captured by American Sailors 



and balancing Tanks. /lines. 
Diagram Showing the Interior of a Submarine 


.■.r& of v. 

* < frlAK 15 1919 



September 15, 1918 


NATIONAL SCHOOL SERVICE 


3 


■was in clambering up over the rail of the 
ship, and that was very difficult in those 
suits, which are weighted at the bottom to 
keep yon right side up in the water. We 
clambered over the rail and grasped the 
cable of the destroyer just as she was 
pulling away from us, and were hauled 
aboard and given a welcome that did us 
good, by those Jack-Tars of Old England. 
They did everything in their power for us. 
It was a gala night with them. They had 
saved all sorts of people before, all the 
races of the earth, but never before had 
they had the pleasure of saving a bunch 
of Americans, and they made the most of 
the occasion. 

They gave us a royal welcome. We 
had five hours aboard that little ship that 
I shall never forget. We were packed in 
like sardines. There wasn ’t an inch of 
space anywhere, and this little destroyer 
was intrepid. She laid herself open to 
the gravest disaster, because it is the 
practice of the U-boat to lie in wait for 
just that moment when the destroyer is 
loaded with her freight of human beings, 
and is about to pull off, and then send a 
torpedo to crash into her side. The cap- 
tain knew that, but he stood by until we 
were rescued, aud the first thing he said 
to me was, ‘Are there any more on there?’ 


and he cruised about until he was quite 
satisfied he had them all. 

“I cannot do enough or say enough, if 
I live to be a thousand years old, of the 
gallantry and heroism of the British tar. 

Safe on Irish Soil 

“After five hours of rolling and pitching 
in this little boat, because you know fre- 
quently their decks are all awash — they 
are so low down in the water — we finally 
landed at a port on the coast of Ireland. 
We were transferred to a tug, and when 


we climbed up the dock I guess it didn ’t 
feel good to get your feet on something 
solid! 

“We had a three-mile walk in the rain, 
and got to a barracks where they were all 
waiting for us, all Irishmen. Then we did 
have a welcome. It seemed as though all 
Ireland was there to open her arms to 
those sons of Ireland who had come 
back.” 

A RUINED DOLL HOUSE 

“The vast bulk of American soldiers,” 
writes a correspondent on the American 
front in France, “are home men. Gentle 
and kindly things recalling their own 
homes in the West appeal to them as noth- 
ing else does, and the awful ruin of the 
French homes past which they have been 
marching mile upon mile and hour after 
hour has seemed more distressing to many 
of them than their own losses. 

“They accept the ruin as inevitable, 
however, giving the Germans the benefit 
of the doubt, but when in clearing up 
these ruins they come upon indisputable 
evidence of Teutonic savagery it has a 
very different effect. An American 
showed me a doll house which had been 
stamped flat under a German boot with 


the dolls laid around it each with its face 
ground into the floor by a nailed German 
heel. 

“There were much more horrible things 
in the house — things beyond description — 
but the American rightly picked that out 
as most characteristic and most dastardly. 
With a look on his face that would have 
warned any opponent to keep his distance, 
the American said: 

“ ‘The next German that tries to mur- 
der me had better make sure that he 
makes no mistake about it.’ ” 


ALLIES’ VICTORY MONTH 

Continued Successes All Along the French 
Front — Hindenburg Line Broken 
In the North 

“The Allies’ victory month” was a fit- 
ting title for August of 1918. It is possible 
that it may prove • even more fitting as a 
designation for the present riionth of Sep- 
tember. 

Campaign of Movement 

At the time of our former survey, the 
great offensive, or series of offensives, 
launched on July 18 by General Foch, had 
been in progress for something more than 
five weeks. The Chateau-Thierry pocket 
had been cleared, Montdidier and Albert 
had been redeemed from German hands, 
and an advance had been made on a front 
of 140 miles — from Rheims to beyond Lens, 
in Flanders — and to a maximum depth of 
IS miles. The war of movement which was 
then under way has since continued with 
unabated, even accelerated, force. Some 
competent military critics go so far as to 
say. that the situation is now such, thanks 
to Focli’s brilliant generalship and the 
strengthening effect of American aid, that 
before the present season closes, the German 
armies will not only be forced back every- 
where to the old “Hindenburg line,” which 
they held from March, 1917, to March, 
1918, but. that they may even be driven out 
of northern France altogether. 

Pierce Hindenburg Line 

A comparison of the map in this issue 
with that printed in the former one will 
show where the chief gains of the past two 
weeks have been made. Bapaume and 
Noyon finally fell on August 29. On Aug- 
ust 31, Mt. Kemmel, a strong defense in 
the neighborhood of Ypres which was taken 
by the Germans in April, was wrested from 
them by the British. On September 2 came 
one of the greatest recent victories when 
Queant was stormed by the British and 
Canadians. This forced the Germans the 
next night to abandon the whole of a fa- 
mous “switch,” or extension, of the Hin- 
denburg line, reaching to Droeourt in the 
north. Not merely was the Hindenburg 
line itself broken, but its most important 
reinforcement in the north was captured 
as a result of this victory. 

The Canal du Nord (“Northern Canal”) 
then became the chief German defense in 
this region. It is here as yet a canal un- 
completed and containing no water. Never- 
theless it is a formidable defense, for it is 
80 feet across and 60 feet deep, and its 
•sides for the most part are granite walled, 
-loping slightly inward toward the bottom. 

Important Allied Advances 

Soon after the fall of Queant came an 
important advance further south through 
the capture of Peronno, a railroad center 
at the western angle of the great bend of 
the river Sonnne. This was followed, on 
September 6, by the taking of Ilam and 
( hauny, equally important places still fur- 
ther to the south. At the time this account 
was written (September 9) the British and 
French had advanced far beyond these 
points, and were within five miles or less 
of the Hindenburg line throughout the 
remainder of its course. They were only 



Survivors of Torpedoed Steamship Rescued by British Destroyer 


4 


NATIONAL SCHOOL SERVICE 


September 15, 1918 



The area shaded by diagonal lines shows the allied gains between July 18 and September 9 inclusive. 
Since the latter date there have been other gains, which are not shown on this map. 


three miles from La Fere and six miles 
from St. Quentin ; and the forest of St. Go- 
bain, which had sheltered the monster Ger- 
man cannon that had shelled Paris, was 
under the direct fire of the Allies’ guns. 

Germans Retreat to Aisne 

Meanwhile, French and Americans on the 
front from Rheims to beyond Soissous had 
not been idle. A series of brilliant strokes 
to the north of Soissous carried the French, 
xinder General Mangin, to the little river 
Ailette; thence they began to advance east- 
ward, threatening to take in the rear the 
German army which was confronting the 
French and Americans on the line of the 
river Yesle. At the same time the latter 
were striking here and there, winning con- 
siderable local successes. 

In the face of this twofold danger the 
Germans, on September 8, fell back to the 
river Aisne. Even here they will not be 
safe from General Mangin ’s flanking 
movement. It is probable that they will 
soon be forced back to the fortified road 
which runs along the ridge (the Chemin des 
Dames, or “Ladies’ Road”) between the 
rivers Aisne and Ailette, and even beyond 
to the Ilindenburg line. 

Foch’s Brilliant Strategy 

Thus, on a front of 150 miles the Ger- 
man defenses are dislocated. The extent 
of the disorganization may be measured by 
the report of certain German prisoners, 
taken September 2, that they had “had 
nothing to eat for four days.” The break- 
ing of the Queant-Drocourt line, and Gen- 
eral Mangin ’s brilliant offensive north of 
Soissons, are the immediate factors in pro- 
ducing this disorganization and forcing the 
Germans to retreat. Accompanying these 
two master strokes was a whole series of 
lesser operations, all contributing to the 
same end. One of the differences between 
Foeh’s strategy and that of Ludendorff 
and Ilindenburg was that, whereas the lat- 
ter trusted mainly to great hammer strokes 
to break through the Allied lines by sheer 
power and weight, the Allied commander-in- 
ehief employs a constant succession of 
blows, each small as compared to those of 
his antagonists, but so well coordinated 
and so admirably followed up as to produce 
with much less loss an even greater result. 

Allies Maintain Initiative 

Another factor in Foch’s favor is his 
growing superiority in the number of sol- 
diers he has available. Between March 21 
and the beginning of the Allied offensive 
on August 18, it is calculated that the Ger- 
man offensives cost them 1,318,000 men, in 
killed, wounded, and prisoners. Even if we 
accept the German estimate, no doubt ex- 
aggerated, of 1,225,000 Allied losses in the 
same period, there remains an advantage 
in favor of the latter of 123,000 men. In 
addition there is the constant stream of 
American soldiers, arriving at the rate of 
250,000 to 300,000 a month. It is this su- 
periority in numbers, combined with adroit 
use of the mistakes made by the Germans 
in their ill-advised attack in the second 
battle of the Marne, which has given Focli 
the military initiative that he has so well 
employed. 

It is reported that the prisoners taken 
by the Allies this summer number 150,000 


and the cannon 2,200. In addition there 
are vast stores of German munitions cap- 
tured by the Allies or destroyed by the 
Germans to avoid capture. When we con- 
sider these results and the change in Ger- 
man morale, it becomes increasingly evi- 
dent that this battle of Northern France 
is one of the greatest battles of' the war. 


GERMAN CASUALTIES IN FRANCE 

Twenty bucketsful of identification 
tags were taken from the German dead 
who fell in the first week ’s fighting of 
the German drive which opened on March 
21, 1918, according to a press report from 
Holland. These identification disks are 
about the size of an American quarter, 
and it is estimated that there must have 
been 370,000 in this one shipment. The 
German casualties of the first three weeks 
of the drive were estimated at 500,000. 
By the end of the first week in September 
the total German casualties in 1918, as esti- 
mated from the most reliable reports ob- 
tainable, had grown to more than a million, 
killed, wounded, and prisoners. * 


SUNDAY DINNER IN GERMANY 

The extent to which the rationing of 
foodstuff's and other necessaries has been 
carried is illustrated in a humorous recipe 
for a Sunday dinner, published in a Ger- 
man paper, Chemnitz V olksstimme. 

“Take the meat card, mix it well with 
the egg card, and bake it with the butter 
card until a healthy brown crust appears. 
The potato card and the vegetable card 
should be steamed until they are tender, 
and then thickened with the meal card. 
After-dinner coffee is prepared by boiling 
the coffee card and adding the sugar and 
milk cards to the beverage. A very suc- 
culent confection is obtained by dipping 
the bread card into the coffee so prepared 
and partaking of it in small pieces. At 
the conclusion of the repast, you wash 
your hands with the soap card and dry 
them upon the cloth purchase permit.” 


If we had not fought Germany after her 
false and brutal conduct, we should have 
been despised by all -the world, even by the 
Germans. 


September 15, 1918 


NATIONAL SCHOOL SERVICE 


5 


THE TEACHER AND 
AMERICANIZATION 


Local Councils of Defense Act as 

Correlating Agencies for 
Americanization 

What America offers to Americans and 
to the world may be interpreted in part 
through the schools. In the evening school, 
where adult foreigners come to learn our 
language, mutual understanding and sym- 
pathy are essential to successful work. 
The foreign-born person must feel that the 
teacher is his friend. The class exercise 
must be a social opportunity through which 
lie may get acquainted, not only with the 
teacher, but with other men and women of 
American birth. Foreign-born members of 
the class should be given a share in all 
classroom work, and should be made to feel 
responsible for their part in it. Similarly 
they should be made to feel responsible for 
the social activities which are conducted in 
the schoolhouse in connection with the even- 
ing school. American ideals and citizen- 
ship standards should be impressed through 
service at every opportunity. The oppor- 
tunities and responsibilities of living under 
a democratic form of government should 
receive constant emphasis. 

Instill American Spirit 

In the day school, the teacher who has 
children of foreign parentage in her room 
can accomplish a great deal to instill into 
young Americans, whether of native or of 
foreign birth, a unity of thought and action 
which will break down the barriers whieh 
so often exist between the children of re- 
cent and those of earlier immigrant par- 
entage. The teacher should lose no oppor- 
tunity to cultivate a democratic spirit of 
fellowship between the children of native 
and those of foreign parentage. One method 
of arousing the respect of the native- 
born children for the children of foreign 
parentage is to give the children of foreign 
parentage an opportunity to tell the class 
about their native country as it is connected 
with the day ’s lesson. The stories of he- 
roes sprung from races or nations repre- 
sented in the class, can be told to show the 
contribution these leaders have made to 
freedom. 

Teachers of both day and evening schools 
have a wonderful opportunity to know, and 
to establish friendly contact with, the 
homes of their foreign-born pupils. They 
should also keep in close touch with the 
leaders of clubs or fraternal organizations 
largely composed of foreign-born parents. 

Cooperate with Local Councils 

All of these things the teacher can do 
independently, but she can accomplish much 
more if she acts as one of a group. For 
this reason, she should become an active 
participant in the Americanization work 
planned by the local Americanization com- 
mittee of the council of defense in her com- 
munity. In every city where more than 
five hundred foreign-born reside, the several 
state councils of defense have been asked 
by the National Council of Defense, and 
by the Bureaus of Education and Natu- 
ralization, to act as correlating agencies 
for war emergency Americanization work. 

The teacher should get in touch with the 
local committee in her community, and co- 


operate in every possible way in the pro- 
gram of Americanization. If no committee 
has as yet been organized, she should feel 
free to assist in organizing such a commit- 
tee in harmony with the plans and purposes 
of the state council of defense. 

INDUSTRIAL RESERVATION 
SCHOOLS 

Twelve elementary schools are being 
organized by the government to accom- 
modate the children on the reservations 
surrounding the big munitions and in- 
dustrial plants. It is estimated that 
15,000 children wall attend these schools, 
and that more than 400 teachers will be 
employed. Five additional schools will 
probably be established during the com- 
ing year. These reservation schools are 
under the direction of the industrial ser- 
vice section of the Ordnance Division of 
the War Department. 

W. G. Coburn, superintendent of the 
public schools, Battle Creek, Mich., has 
been appointed director of the new sys- 
tem. Under his supervision, the Ordnance 
Division has fixed the minimum salaries 
of teachers, selected the textbooks, and 
determined the plans for the new build- 
ings and the equipment to be used. The 
twelve new schools are located on reserva- 
tions as follows: Amatol, N. J. ; Bel- 
coville, N. ,T.; Delaware City, Del.; Tully- 
town, Penn.; Seven Pines, Va.; Penni- 
man, Va.; Nitro, W. Va.; Jacksonville, 
Tenn.; Perry ville, Md.; Brunswick, Ga.; 
Sheffield, Ala.; and Mussel Shoals, Ala. 

MEN TO MAN NEW SHIPS 

Where shall we find the officers for the 
merchant ships that are being built so rap- 
idly to replace the submarine losses and to 
carry men, munitions, and food to France? 
The Government has by no means forgot- 
ten that ships without the men to run them 
would be useless. From July, 1917, to 
August, 1918, 8069 students were admitted 
to the 36 free navigation and marine en- 
gineering schools maintained by the United 
States Shipping Board, according to a 
statement just issued by Chairman Edward 
M. Hurley of the board. Each student is 
given six weeks ’ training in a navigation 
school and a month in an engineering 
school. Already 4439 students have gradu- 
ated from these schools. The largest schools 
are in Philadelphia and New York. Large 
classes are maintained also in Boston, San 
Francisco, and Chicago. Only men who 
have been two years at sea are admitted. 
The graduates are fitted for service as deck 
officers and as engineer officers. 

In addition to the schools for preparing 
officers, Chairman Hurley also reported 
that the board now has ten training and 
receiving ships in operation for the train- 
ing of seamen for the merchant service. 
These have a total of 3125 apprentices on 
board. Inexperienced men are trained six 
weeks on these vessels before being sent to 
sea. 

Germany not only makes war in the most 
savage and merciless way. She thinks war 
in itself $ good thing, and desires it. 


FLAG ETIQUETTE 


By William Mather Lewis 
Secretary National Committee of Patriotic Societies 

The United States military regulations 
and other rulings give well defined state- 
ments as to the x’espect to be shown the 
flag. The most important of these follow. 

When the colors are passing, the spec- 
tator, if a man, should halt if walking, 
arise and uncover if sitting, holding the 
head-dress opposite the left shoulder with 
the right hand; if bareheaded, he should 
salute with the right hand. A woman 
should stand at attention as the flag 
passes by. 

When the flag flies from a stationary 
flag-staff it is not ordinarily saluted with 
the hand. 

Used in decoration, the flag should not 
be festooned or draped, but hung flat. If 
the flag is hung with the stripes hori- 
zontal, the Union should be in the upper 
left corner. If hung perpendicularly, the 
Union should be in the upper right corner. 

When the flag is carried in parade, or 
when crossed with other flags, the Stars 
and Stripes should always be at the right. 

The law specifically forbids the use of 
and representation of the flag in any man- 
ner in connection with merchandise for 
sale. 

The flag should be raised at sunrise and 
lowered at sunset. It should not be dis- 
played on stormy days or, except when 
under fire of the enemy, left out over 
night. Although there is no authoritative 
ruling which compels civilians to lower 
the flag at sundown, good taste should 
impel them to follow the traditions of tin 1 
Army and Navy in this sundown cere- 
monial. Primarily the flag is raised to be 
seen, and secondarily, the flag is some- 
thing to be guarded, treasured; and so 
tradition holds that it shall not be men- 
aced by the darkness. To leave the flag 
out at night, unattended, is regarded by 
sor e as proof of shiftlessness, or at least 
of carelessness. 

On Memorial Day, the flag should be 
displayed at half-mast from sunrise until 
noon, and at the peak from noon until 
sunset. It should, on being retired, never 
be allowed to touch the ground. 

When ‘‘The Star Spangled Banner” is 
played or sung, all present should stand, 
uncover, face towards the music, and re- 
main standing, in silence, until the music 
ceases. 

Applause at the conclusion of ‘‘The 
Star Spangled Banner” is out of place. 

Worn-out and useless flags should be 
destroyed, preferably by burning. 

A flag torn or frayed by the wind and 
weather should not again be hoisted until 
it has been repaired. This is a regula- 
tion of both the Army and the Navy and 
should be followed by all civilians. 

W. 

Comparison of the War Savings Society 
figures of August 15 with those of July 15 
shows : 

The total number of societies organized, 
127,938 — an increase of 17,467. 

Nebraska is in the first, place, with a 
ratio of 184.97 — the result of organization 
of 6421 societies during the month. 


6 


NATIONAL SCHOOL SERVICE 


September 15, 1918 


JUNIOR FOUR MINUTE MEN 

LIBERTY LOAN CONTEST 


Leader of Four Minute Men Gives Directions for 
Conducting School Campaigns 

To the Teachers and School Children of the United States: 


This is the third Junior Four Minute 
Men bulletin for school use in the United 
States. The subject is the Fourth Liberty 
Loan. Twenty-five thousand or more 
schools reported contests during the last 
loan, and these reports were of the most 
inspiring kind. We hope to give you some 
of them' in future bulletins. The boys and 
girls of the United States thrilled and 
stirred people to action throughout our 
land. They demonstrated that they under- 
stand and appreciate what we are fighting 
for. 

The idea of this bulletin is: America 
the Hope of the People of the World and 
What it Means to Fight for Her “Over 
There” and “Over Here.” 

How Honor Certificates are Won 

Matter from this bulletin should be pre- 
sented by the teacher in the way best cal- 
culated to help the pupils prepare Four 
Minute speeches or essays of about 400 
words each. Other government literature 
on the Fourth Liberty Loan may be used 
to supplement the bulletin, and the local 
Liberty Loan committee or bank may be 
consulted for additional information. 

The best of the speeches prepared in 
this way may be delivered at a meet inn of 
the whole school, to which parents and 
friends are invited, if possible. In large 
schools, it will be best to hold separate 
contests for the higher and lower grades, 
or perhaps one for each grade. The win- 
ner is chosen by a committee of judges, 


AMERICA, THE GREAT 
ENTERPRISE OF THE 
HUMAN SPIRIT 

Our Country Means Liberty, Fraternity, 
and Opportunity to the Peoples 
from Every' Land 

“A place where God would wipe away 
the tears from all faces,” — that is what 
America has meant, and means, to millions 
and millions of people. There are in our 
gTeat Land of the Free over 13,000,000 
people over ten j'ears of age who were 
born in foreign countries — people from 
over fifty different nations, speaking more 
than fifty' different languages, and of all 
religions and beliefs. Why' did these mil- 
lions and millions of people from so many 
countries leave their homes and travel far 
across the seas, often not only selling all 
they had to get money to come, but bind- 
ing themselves with heavy debts? Why 
did they leave their homes and friends 
and all they loved to come to live with us 
in our America? 

Three years ago, before we had entered 
this great war, our President greeted a 


or in some other way deemed best by the 
principal. Of course, there can not be more 
than one winner of a contest. 

The Eeport Card sent with this bulletin 
is to be filled in promptly by the principal 
with the winner’s name and other particu- 
lars, and mailed to Washington. 

The Honor Certificate, also sent with 
the bulletin, is to be given to the winner, 
certifying that the United States Govern- 
ment has designated him or her a .Junior 
Four Minute Speaker for the Fourth Lib- 
erty Loan. 

Contests should be held at the most con- 
venient time during the Liberty Loan cam- 
paign, but as near October 12, Columbus 
Day, as possible. Conditions vary so great- 
ly in different places that the details must 
be left to the local school authorities. 

Four Minute Men Will Help 

More than 40,000 Four Minute Men, rep- 
resentatives of the United States Govern- 
ment, are using bulletins similar to this 
one in preparing addresses which they give 
in theaters and elsewhere throughout the 
length and breadth of this land. 

If you call on our local Four Minute Men 
chairman, we know that he will be glad to 
send one of his best speakers to give a four- 
minute talk on this subject at any time you 
may suggest. 

Cordially yours, 

Wm. II. Ingersoll, Director, 
Division of Four Minute Men, 
Committee on Public Information. 


meeting of these foreign-born people in 
Philadelphia. He said: 

You have just taken an oath of al- 
legiance to the United States. Of 
allegiance to whom? Of allegiance to 
no one unless it be to God, certainly not 
of allegiance to those who temporarily 
represent this great Government. You 
have taken an oath of allegiance to a 
great ideal, to a body of principles, 
to a great hope of a human race. You 
liave said, “We are going to America 
not only to make a living, not only to 
seek the things which it was more dif- 
ficult to obtain where we were born, 
but to help forward the great enter- 
prise of the human spirit — to let men 
know that everywhere in the world 
there are men who will cross strange 
oceans and go where speech is spoken 
which is alien to them if they can but 
satisfy their quest for what their spir- 
its crave; knowing that whatever the 
speech, there is but one longing and 
utterance of the human heart, and that 
is for Liberty and Justice.” 

All the millions upon millions of men 
and women and boys and girls who have 
come to our America since first she lifted 
her great torch on high, and all the chil- 


dren who were born here, have come, as 
our President hgs said, “to help forward 
the great enterprise of the human spirit.” 
What is that enterprise? What is that 
“hope of the human race”? What would 
it mean to the world if America were no 
more? Why do millions of people call her 
the “Promised Land”? Why are millions 
of our brothers fighting or dying for us, 
and dying with pride and joy? 

Liberty Enlightens the World 

At the gateway of our country stands 
Liberty, her hand held high in the heavens, 
and in that hand the great torch, and we 
say, “Liberty Is Enlightening the World.” 
Thousands of these men and women and 
boys and girls fall to their knees or, stretch- 
ing out their arms to America, weep with 
deepest joy when first they see our great 
Statue of Liberty with her torch lifted on 
high. We must never, never let that torch 
be stricken to the ground. That Light is 
God’s great Light. That Light says to 
all the World that we believe that all peo- 
ple, whether they come to us from France, 
or Italy, or Ireland, or England, or Ger- 
many, or from other nations, whether they 
are rich or poor, are created free and equal, 
and that it is possible for people of all 
nations to live side by side or even in the 
same houses in peace and happiness. 

The American Melting Pot 

There is one public school in New York 
City where children of twenty-four nation- 
alities study and play together in peace and 
harmony. Tn your own school there are 
perhaps many nationalities represented. If 
you are a true American, you are so big 
minded, so noble and so free from narrow 
little national bonds that you never ask, 
“Did that boy’s parents come from Swe- 
den, or Kussia, or England, or Germany?” 
You ask a bigger question, “Is he a fair, 
square boy?” “Is she a good, honest 
girl?” America believes that your great- 
ness is not given to you by your nation, oi 
your wealth, or your parents. Your great 


THE FOURTH 
LIBERTY LOAN 

The Fourth Liberty Loan 
drive will open Saturday, Sep- 
tember 28, and close Saturday, 
October 19. The drive is 
short. Everyone should be 
ready for it. Teachers should 
make certain that every 
schoolboy and schoolgirl in 
America knows just what the 
drive means. It means more 
lighting men, more ships, more 
guns, more ammunition, and 
better equipment for our 
fighters overseas. It means a 
speedier victory and a world 
safe for women and children. 

The Government calls upon 
every loyal citizen to buy 
bonds, to loan money on gilt- 
edge security to help win the 
war. Our soldiers and sailors 
are doing their part. Are you 
ready to do yours? 


September 15, 1918 


NATIONAL SCHOOL SERVICE 


7 


ness comes from within you. It is in your 
character, in your power to do good in the 
tv orld. We believe that a person ’s nobility 
comes from within and not from without. 
No one in our country can inherit or be- 
stow a rank of nobility. If we call a man 
or woman “Noble,” it is not because he is 
rich, nor because his parents -have power, 
but because he is good and true and God- 
like in kindness to others. We believe this 
so strongly that we have established free 
grade schools and high schools and uni- 
versities to help our boys and girls of all 
nationalities to become nobla^ intelligent 
men and women and to give them, as far 
as possible, equal opportunities for growth 
and development. We also have free libra- 
ries, art galleries, parks, lectures, and musi- 
cal concerts, and free hospitals for those 
who are poor and ill. 

Freedom of Worship 

We believe also that all peoples of all 
religions should be big and generous and 
noble enough to live in peace and harmony 
side by side, and that each man and woman 


should be free to worship God just as his or 
her soul commands. We believe that Catho- 
lics, Protestants, Jews, Buddhists, and those 
of all other religions and creeds should be 
free to seek God in whatever way they wish, 
and that no one religion should rule over 
another. These are two of America’s great 
ideals. We are not yet so noble, nor so 
big and full of charity in either of these 
respects as America means us some day to 
become. We must be as big as our ideals 
of liberty and justice. 

The Consent of the Governed 

We believe that no man has a right to 
rule over us unless we give him the right. 
We choose all our leaders and they make 
all our laws. All the rulers and the ruled 
are to be governed by the same laws. Even 
our President must obey our laws. Our 
President and our governors, as well 
as our senators and representatives, are 
Chosen by us. If our laws are poor, if our 


leaders are bad, as they sometimes are, 
it is our fault, because we were not good 
or wise or careful enough to select better 
men. Our Government is as good as we 
are now; it will be as good as we will be 
in the future. We make our Government. 

A War to Save Democracy 
Now turn to Germany and you will feel 
what it means to be an American. Ger- 
many, or the power that rules her, does 
not believe in a government by the consent 
of the governed, but in a government by 
force, regardless of the consent or objec- 
tions of the governed. The Kaiser calls 
himself the “Ml Highest.” “Deutsch- 
land liber Alles,” has been his war cry. 
“Germany over the world,” and the Kaiser 
over all! Our answer is, “America for 
the World!” If the people of Germany 
prefer their kind of government, let them 
keep it, but they must not attempt, through 
blood and crime, to inflict, their govern- 
ment on other people. That is what we 
demand. That is why this is a war to en- 
force law, regardless of profit or loss to 


ourselves or others. We are fighting so 
that henceforth it will be impossible for 
any government to inflict itself upon 
weaker governments through force or mil- 
itary power. 

Must Fight for Peace 

We believe also in the freedom of the 
press, and that people should be free to 
speak the truth that is within them, that 
only through speaking the truth can we 
grow as individuals or as a nation. And 
when our, country is at peace, it is not only 
the legal right but the duty of each man 
to speak his truth. He may then with all 
his power oppose going to war. But when 
our country, which is founded on the ideals 
of world peace, decides it must go to 
war to preserve that peace, then every 
man and woman should abide by this 
decision because this decision is that of 
the majority of the people of our govern- 
ment. • 


We believe in Peace, but not in a Peace 
of Slavery. No man shall rule over us 
unless we give him the power. We believe 
in the peace of Freedom of thought, of 
Union and the Brotherhood of man, and of 
Democracy in government. These are the 
great fundamental principles of our gov- 
ernment. To realize these ideals is the 
“hope of the human race,” “the great 
enterprise of the human spirit,” — in which 
you are to help, and for which we are fight- 
ing today. 

Lift High the Torch of Liberty 

In 177G men died to give this Light of 
Liberty to us. In 1863 men died to lift 
the torch still higher in the heavens. 
Whether that Light shall prevail depends on 
the outcome of this war. A bloody tyrant 
has lifted the iron hand of War. He is 
trying to tear the torch from Liberty ’s 
hand. Our laws are not yet all perfect be- 
cause we are not perfect. We have not as 
yet used all our liberties for the benefit of 
our fellowmen, but we will fight till not a 
man or woman remains, rather than sur- 
render all the precious liberties which it 
has taken the people from the whole world 
centuries and centuries to wiu for us. This 
is not a war of religions, nor of races, nor 
of nations, nor of groups of men. It is a 
war of ideas. The ideas of free men against 
the ideas of military tyrants or despots. 
We in America have more freedom than 
has any other country in the world. What 
we, the people of this self-governing na- 
tion, must do now is to preserve the liber- 
ties won through centuries, and help the 
people of other countries keep the liberties 
they have. 

Honor to All Who Serve 

It is in that spirit that America, the 
land of free men, has sent out her soldiers, 
who have come to our “Promised Land” 
from every nation in the world. These 
free men go forth with the holy spirit that 
says, “We may die, but Liberty shall never 
die.” The liberty of the world is in 
danger, and so men forget to be selfish and 
little and mean. We are thrilled to see how 
people of all occupations, people with 
money and people without, are fighting side 
by side for freedom. We are finding that 
people are much braver and better, much 
nobler than we. sometimes thought. Some 
persons are actually surprised at their own 
goodness, and, in serving others, they be- 
come really happy for the first time in their 
lives. The world is going to be a very 
much better place to live in after we have 
helped to establish forever World Peace. 
But our immediate duty is to win the War. 
We must speed up war activities to the 
limit. We must try to end the war at 
the earliest possible moment, but we 
must resolve to win no matter how long 
it takes. 

Home Patriots Support Soldiers 

We are proud of our gallant brave men 
“Over There.” We are proud, too, of our 
patriots here; proud of our bankers who 
are “fighting” to keep our money safe ; 
proud of our ministers who are “fighting” 
to save our liberty to worship God as we 
choose; proud of our business men who arc 
“fighting” to save our industries so that 
our people will have work and food; proud 
of our housewives who are “fighting” to 
save food and clothing so that none may 
(Continued on page 9) 



This Shows the Spirit in which American Farmers Help Prosecute a War for Liberty and Justice 



8 


NATIONAL SCHOOL SERVICE 


September 15, 1918 


National School Service 


Published Twice a Month During the School 
Year by the Committee on Public Infor- 
mation, Georgs Creel, Chairman 


Mailed free to teachers. Subscription price to all 
others, $1.00 a year. Address business communica- 
tions, such as those concerning subscriptions or fail- 
ure to receive numbers, to Henry Atwater, Business 
Manager, 461 Eighth Avenue, New York. Address 
editorial communications to National School 
Service, 10 Jackson Place, Washington, D. C. 


EDITORIAL STAFF 

Guy Stanton Ford Director 

W. C. Bagley Editor 

J. W. Skarson Managing Editor 

Samuel B. Harding Historical Section 

Mabel Carney Rural Schools 

Lulu Cain Primary Grades 

Fannie W. Dunn Intermediate Grades 

Ciias. A. Coulomb, Upper Grades and High School 

ADVISORY EDITORIAL BOARD 

Mrs. Mary C. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colo. 

.1. A. C. Chandler, Superintendent, Public Schools, 
Richmond, Va. . 

L. D. Coffman, Dean, College of Education, Uni- 
versity of Minnesota, Minneapolis, Minn. 

It. J. Condon, Superintendent, Public Schools, 

Cincinnati, Ohio. 

Thomas E. Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Education, 
Albany, N. Y. 

Miss Alice Florer, Assistant State Superintendent, 
Lincoln, Neb. 

Rev. Augustine F. Hickey, Diocesan Supervisor of 
Schools, Boston, Mass. 

F. M. Hunter, Superintendent, Public Schools, 

Oakland, Calif. 

D. B. Waldo, President, State Normal School, 

Kalamazoo, Mich. 

II. G. Williams, President, National Educational 

Press Association, Columbus, Ohio. 

STATE EDITORIAL BOARDS 

State Editorial Boards, each consisting of five 
members appointed by the State Superintendents, 
represent the classroom teachers of the several States. 


National School Service is intended 
primarily for classroom teachers in elemen- 
tary ancl high schools. A supply sufficient 
to furnish each teacher with one copy will 
be sent to every school building in the 
United States. If for any reason a school 
fails to receive its allotment, the New York 
office of the Committee on Public Informa- 
tion should be notified. 

This second number of National School 
Service is devoted especially to the work 
of the Junior Four Minute Men in promot- 
ing the success of the Fourth Liberty Loan. 
The Division of Junior Four Miuute Men 
of the Committee on Public Information 
lias furnished the material concerning this 
organization and its work. Between Sep- 
tember 28 and October 19, teachers are re- 
quested to malce the Fourth Liberty Loan 
the dominant war activity of the schools. 
Numerous suggestions of means whereby 
the schools may aid in this campaign will 
be found in the various departments of this 
issue and of the one following. 

We are sure that the call of the Red Cross 
for the cooperation of teachers in the work 
of the Home Service Sections will meet with 
a hearty response. This is a type of service 
that teachers are exceptionally well quali- 
fied to render. It is also a type of service 
that is intimately related to the welfare of 


the schools, for the Red Cross wishes par- 
ticularly to safeguard the education of the 
children of men in the service. The Home 
Service Sections should be notified at once 
of soldiers’ or sailors’ children who find 
that they must leave school in order to 
help in the support of the family. Note 
also the request that the Sections be in- 
formed when the children of men in the 
service fall behind in their school work or 
stand in need of medical attention. Espe- 
cially gratifying to teachers is the sugges- 
tion that special opportunities will be pro- 
vided for the education of soldiers’ and 
sailors’ children who reveal unusual promise 
in their school work. 

The war enterprises in which the Govern- 
ment asks the cooperation of teachers and 
pupils should be associated as closely as 
possible with the regular work of the 
schools — work which, let it be remembered, 
is itself of prime importance to the Na- 
tion ’s security and progress. National 
School Service will aim to further in ev- 
ery practicable way this broader educa- 
tional influence of the war interest and the 
war work. One of its chief problems, in- 
deed, will be to suggest ways in which the 
interest in the war and participation in 
war activities may be made to give new 
and rich meanings to the school studies. 
An early number, for example, will include 
an article on the geography of France and 
Belgium, emphasizing particularly the 
physical features which have been impor- 
tant factors in the military movements. 
This should uot only promote a better un- 
derstanding of the war and a keener appre- 
ciation of the difficulties which the Amer- 
icans and the Allies have had to overcome ; 
it should also contribute something in the 
way of suggestions toward a more vital and 


meaningful treatment of other topics in 
geography. It is hoped that the Italian 
theater of war, the Murman country, and 
the important sections of the former East- 
ern front may be treated in similar articles. 

IN FLANDERS’ FIELDS 

In Flanders’ fields, the poppies grow 
Between the crosses, row on row, 

That mark our places ; and in the sky 
The larks, still bravely singing, fly, 
Scarce heard amid the guns below. 

We are the dpad. Short days ago 
We lived, felt dawn, saw sunset glow, 
Loved and were loved, and now we lie 
In Flanders’ fields. 

Take up our quarrel with the foe! 

To you, from failing hands, we throw 
The torch. Be yours to lift it high ! 

If ye break faith with us who die 
We shall not sleep, tho’ poppies blow 
In Flanders’ fields. 

— Lieut. Col. John McCrea. 


IN FLANDERS’ FIELDS 

In Flanders’ fields the cannon boom 
And fitful flashes light the gloom, 

While up above, like eagles, fly 
The fierce destroyers of the sky ; 

With stains the earth wherein you lie 
Is redder than the poppy bloom, 

In Flanders’ fields. 

Sleep on, ye brave. The shrieking shell. 
The quaking trench, the startled yell, 

The fury of the battle bell 
Shall wake you not, for all 1 is well. 

Sleep peacefully, for all is well. 

Your flaming torch aloft we bear, 

With burning heart an oath we swear 
To keep the faith, to fight it thru, 

To crush the foe or sleep with you 
In Flanders’ fields. 

— C. B. Galbreatli. 


TWO IDEALS OF WAR 

The German Kaiser to His Troops Em- 
barking for China, July 27, 1900. 


When you face the enemy he 
will be beaten! No quarter will 
be given! No prisoners will be 
taken! Whoever falls into your 
hands, let him be at your mercy! 
Just as the Huns a thousand years 
ago, under their king, Attila, 
gained a reputation in virtue of 
which they still appear mighty in 
tradition and story, so may the 
name German be established by 
you in China in such manner that 
for a thousand years no Chinaman 
will ever again even dare to look 
askance at a German . — Berliner 
Tageblatt, July 28, 1900. 


-&> - 


President Wilson to the National Army, 
September 3, 1917. 

• You are undertaking a great 
duty. The heart of the whole coun- 
try is with you. The eyes of all 
the world will be upon you, be- 
cause you are in some special 
sense the soldiers of freedom. Let 
it be your pride, therefore, to show 
all men, everywhere, not only 
what good soldiers you are, but 
also what good men you are, keep- 
ing yourselves fit and straight in 
everything and pure and clean 
through and through. 

Let us set for ourselves a stand- 
ard so high that it will be a glory 
to live up to it, and then let us live 
up to it and add a new laurel to the 
crown of America. My affection- 
ate confidence goes with you in 
every battle and every test. God 
keep and guide you! 


SEPTEMBER 15, 1918 


NATIONAL SCHOOL SERVICE 


9 


AMERICA, THE GREAT ENTER- 
PRISE OF THE HUMAN SPIRIT 

(Continued from page 7) 

suffer or starve; proud of our teachers 
who are “fighting” for liberty of thought 
and the spread of truth and noble ideas; 
proud of our scholars, our doctors, our 
lawyers, our nurses, and of all those bring- 
ing light and comfort to the world; proud 
of our farmers who are helping to feed the 
world; proud of our millions of men and 
women laboring so faithfully in factory, 
office, fields, and mines; and we are proud 
of our elected President. All have some 
great work to do. Almost all are doing it 
well, for they are saying with our soldiers: 
“Liberty shall not die! Our boys and girls 
must be free!” 

The Price of Our Freedom 

To be a boy or girl in America today is 
the most wonderful thing in the world. 
These millions of lives and billions of 
money are being spent for you and for your 
children down to the end of time. Liberty 
must be yours. You shall be free even 
though your brothers and neighbors and 


fathers give up all that they have, their 
w’ealth, their hopes and ambitions, their 
families and their lives. This Republic of 
man’s making shall live and you shall be 
free. Each morning every boy and girl 
should breathe deep and lift his head and 
say, “I thank God that I am American.” 
Then he may well repeat these words : 

America is the youngest of the great 
nations, and she inherits all that went 
before in history. And I am the 
youngest of America ’s children. Into 
my hands is given all her priceless her- 
itage. Mine is the w r hole majestic jjast, 
mine the shining future. I am an 
American ! 

The American ideal of liberty is the hope 
of the world. It is for that hope that we are 
fighting. We are calling upon our boys and 
girls now, not simply to sell a Liberty Bond, 
but to spread the truth of w'hat it means to 
be bonded together for Liberty, what it 
means to be a true American. We want our 
boys and girls to put a Liberty Bond into 
every home, but also to be sure that every 
home understands what a bond for Liberty 
means. 

We want our boys and girls to go out as 
crusaders carrying everywhere the true 


spirit of America. We want them to bind 
everybody to America with a Liberty Bond. 
Show people that you understand, that you 
appreciate, what Liberty means and what 
it means for men to die that you may re- 
main free. You are Americans! You are 
free! 

OUR LIBERTY LOANS 

There never was a war like this before 
in all the world. We are determined there 
shall never be another. That is why the 
people of all the Allied nations lend their 
money gladly to hasten the end. There are 
now between twenty and twenty-five mil- 
lion liberty bond holders in the United 
States. Our first Liberty Loan was for 
$2,000,000,000. It was over-subscribed a 
billion dollars. 

Our second Liberty Loan was over-sub- 
scribed 54 per cent. 

Our third Liberty Loan was for $3,000,- 
000,000, but 17,000,000 people wanted 
bonds, and so $4,170,019,650 worth of bonds 
were sold. 

The Fourth Liberty Loan campaign will 
begin Saturday, September 28, and close 


Saturday, October 19. We will answer as 
we have answered before to our boys 
“Over There.” 

Suppose we were called upon for $6,000,- 
000,000. This seems like a stupendous 
amount, and yet the resources of our banks 
at this time equal nearly seven times this 
amount. 

If we lived in Germany we might well 
fear that the country could never pay 
back such sums of money. Before the war, 
Germany was worth $80,000,000,000. She 
is now in de-t $30,000,000,000. America is 
worth about $250,000,000,000. We earn 
each year about $50,000,000. Our national 
debt, including the third Liberty Loan, is 
only about $12,000,000,000. 

Liberty Bonds Safe Investments 

United States Liberty Loan bonds are 
the safest, best investments in the world. 

Later, when it is safe for us as a nation 
to give out the facts, the figures for all 
expenditures may be examined by any 
American citizen ; for this is a government 
which belongs to the people and it is ac- 
countable to them. Now our duty is to buy 
Liberty Bonds and to urge all others to 


buy them. Our Government needs the 
money to buy bullets and guns, food and 
clothing, for our brothers and fathers who 
are over there fighting for our liberty, our 
homes, our future. 

We loan to ourselves when we loan to 
our country. 

FACTS AND FIGURES FOR JUNIOR 
FOUR MINUTE MEN 

During the year June 29, 1917, to June 
29, 1918, the War cost us $13,581,702,- 
471.14. 

A dreadnaught costs $15,000,000. To 
fire a large gun once costs $1,000. How 
many times will our school fire? 

Over 1,600,000 men have been taken to 
Europe with a total loss of fewer than 300 
lives, in spite of all the Kaiser’s subma- 
rines. 

The total expenditures of the United 
States Government from the Declaration of 
Independence in 1776 to 1914, for all pur- 
poses, were only $19,000,000,000. 

The Boy Scouts, in the last three Lib- 
erty Loans, sold $203,169,000 worth of 
bonds. They reached 1,322,619 people. 
President Wilson said: “The service ren- 
dered by the boys has beeu greatly ap- 
preciated by the whole nation.” 

The Julia Richman High School of New 
York City led in the United States Second 
Liberty Loan school drive. It also won the 
United States school contest in the Third 
Liberty Loan by going over the top for 
$12,199,000. Who will win this time? 

It cost from 45 to 50 eents a day to 
feed a soldier. It takes about 478,515,000 
pounds of beef a year for an army of three 
million men. “Not since the Army has 
been in France has a single soldier had to 
wait a minute for a meal.” — Pershing. 

If we multiply $52 a year, or a dollar a 
week, by 25 million, the number of Liberty 
Bond subscribers we now have, we have 
nearly enough to keep the whole Navy 
going for a year. For the year 1919, 
$1,573,468,415.00 was recently apportioned 
for this purpose. 

The construction of cantonments in the 
United States commenced June 1, 1917. In 
90 days, 16 complete camp cities were ready. 
Each was equipped with lighting, water, 
sewerage, and heating systems. There 
were sixteen cities of 1600 buildings each, 
each city capable of housing 45,000 men. 
The total cost of these 16 complete cities 
was about $140,000,000. 

In the Civil War the death rate from 
disease was 50 for each 1000 people. In 
our Spanish-American War it was 27 for 
each 1000. In the Franco -Prussian War 
it was for Germany 25 for each 1000. For 
us in this war it is eight for each 1000. 
This is because we help give our boys sub- 
stantial food, proper recreation, and some 
comforts in sanitary camps. 


Billions 
S 


] Amount Asked 


First Liberty 
Loan 
June, 19J7 


| Amount Subscribed 
Second Liberty 
Loan 

November, 1917 






§ 



T 



V////A No. Subscribers 
Thiro Liberty 
Loan 

April, 1918 


Millions 



Amounts asked and amounts subscribed are scaled in billions of dollars. 

is represented in units of millions 


The number of subscribers 



10 


NATIONAL SCHOOL SERVICE 


September 15, 1918 



SENATORS SEND MESSAGES TO 
MEN IN SERVICE 

Here are some of the many inspiring mes- 
sages sent to our men in service “Over 
There” by our United States Senators 
“Over Here”: 

Borah of Idaho . — The last few days have 
been proud days for all Americans. Our 
soldiers have revealed the American char- 
acter to the world and have justified the 
faith we have always had in our kind of 
Government. That men could be taken 
from the vocations of a peace-loving na- 
tion and in so short a time and with such 
hurried training meet with such endurance, 
valor, and success the most thoroughly 
trained soldiers in the annals of war, is one 
of the marvels of the world. 

As that splendid courage has been dis- 
played upon the enemy’s own chosen bat- 
tlefields and as the news has come back 
laden with reports of united and individual 
daring, you could feel the bonds of national 
unity tightening and the spirit 
of national pride and purpose 
of growing stronger day by 
day. Please say to these 
soldiers that language is in- 
adequate to express our grat- 
itude and pride. 

Mc.Cum.ber of North Dakota .- — 

Assure the soldiers that five 
millions more are back of them 
in the field to make victory 
complete, to win reparation for 
all the crimes against innocent 
countries, to make such a hid- 
eous war evermore impossible. 

Williams of Mississippi . — 

Tell my Mississippians that 
they are battling for the most 
precious thing in the world — 
civilization. I don’t have to 
tell these Southern soldiers to 
remember their fathers. They 
cannot forget them. We are 
using such wisdom as we have 
in our poor gray heads putting 
down concealed enemies here 
while the troops fight the open 
enemy there. 

Smoot of Utah . — You are not 
figliti ng a British, French, or 
American war, but a war for 
liberty and justice. Behind 
you are 30,000,000 fighting 
Americans ready to die in the 
same cause. 

Oiuen of Oklahoma . — America 
is organizing herself down to 
the individual home in every 
school district to support you 
in the field. 

Wadsworth of New York . — 

We are with you through thick 
and thin. 

Gronna of North Dakota . — 

North Dakota is proud of all 
her soldiers and their unselfish 
sacrifice for liberty. Our undivided sup- 
port and every dollar is at command for 
their victory. Give my greetings to all, 
including my son, if you happened to see 
him. He is a lieutenant. 

Lenroot of Wisconsin . — We no longer say 
that we must win or will win the war, but 
we say we are winning. There are 4,000,- 
000 more ready to help you drive the enemy 
to Berlin. 


OFFICIAL LIST OF STATE 
DIRECTORS 


Junior Four Minute Men are Urged to 
Consult State Leaders 

The following is the official list of State 
Directors to whom requests for additional 
information and for supplies should be 
addressed : 

Thomas J. Crittenden, Jefferson County 
Bldg., Birmingham, Ala. ; George J. Stone- 
man, Phoenix, Ariz.; Hon. H. H. Remmel, 
Gazette Bldg., Little Rock, Ark.; William 
V. Cowan, State Council of Defense, 
Sacramento, Cal.; Senator William R. 
Eaton, First National Bank Bldg., Denver, 
Colo.; Rev. Morris Ailing, 26 State Capitol, 
Hartford, Conn.; Clarence J. Pyle, Fourth 
and Shipley Streets, Wilmington, Del.; 
P. L. Dodge, Acting Chairman, 10 .Jackson 
Place, Washington, D. C.; Burtis R. 
Kessler, Jacksonville Chamber of Com- 


merce, Jacksonville, Fla.; Harrison Jones, 
State Council of Defense, Atlanta, Ga.; 
Harvey Alfred, State Council of Defense, 
Boise, Idaho; George R. Jones, 71 West 
Adams Street, Chicago, 111.; P. T. White, 
C. C. C. & St. L. Ry., Indianapolis, Ind.; 
E. B. Wilson, 701 Locust Street, Des 
Moines, Iowa; Curtis W. Myers, State 
Capitol Bldg., Topeka, Kan.; Davis W. 
Edwards, Louisville Trust Bldg., Louis- 


ville, Ky.; Delaville H. Thread, 624 
Gravier St., New Orleans, La.; Paul Nixon, 
Public Safety Committee, Brunswick, 
Me.; Henry W. Williams, 602 Union Trust 
Bldg., Baltimore, Md.; A. D. Converse, 
Winehendon, Mass.; Edmund C. Shields, 
State Saving's Bank Bldg., Lansing, Mich.; 
D. R. Cotton, 1414 Pioneer Bldg., St. 
Paul, Minn.; Prof. Frederic Davis Mellen, 
Agricultural College, Miss.; L. L. Leonard, 
718 Rialto. Bldg., St. Louis, Mo.; R. O. 
Kaufman, Helena, Mont.; Prof. Miller 

M. Fogg, University of Nebraska, Lincoln, 
Neb.; Hon. P. A. McCarran, Carson City, 
Nev.; Louis Evan Shipman, Plainfield, 

N. H.; Ben E. Chapin, 494 Broad Street, 
Newark, N. J.; Laurence F. Lee, Albu- 
querque, N. Mex.; Frank H. Simmons, 
53 East 44th St., New York, N. Y.; Col. 
Santford Martin, Care State Council of 
Defense, Raleigh, N. C.; II. H. Wooledge, 
Fargo, N. Dak.; Harry L. Vail, City Hall, 
Cleveland, O. ; Ralph Talbot, Tulsa, Okla.; 

Sherman R. Hall, Lewis Bldg., 
Portland, Ore.; Benjamin H. 
Ludlow, Finance Bldg., Phila- 
delphia, Pa. ; Thomas F. I. Mc- 
Donnell, 170 Westminster St., 
Providence, R. I.; W. D. Melton, 
National Loan & Exchange 
Bank Bldg., Columbia, S. C. ; 
H. F. Brownell, Sioux Falls, 
S. Dak. ; Porter Dunlap, State 
Treasurer, Nashville, Tenu.; 
Joseph Hirsch, Corpus Christi, 
Texas; B. W. Reynolds, Uni- 
versity of Utah, Extension 
Division, Salt Lake City; 
Mason S. Stone, Vermont Com- 
mittee of Public Safety, Mont- 
pelier, Vt.; S. Heth Tyler, 60S 
Seaboard Bank Bldg., Norfolk, 
Va.; M. P. Goodner, State 
Council of Defense, Olympia, 
Wash.; William Burdette 
Mathews, Box 1233 Charles- 
ton, W. Va.; Roger Y. Flanders, 
First National Bank Bldg., Mil- 
waukee, Wis. ; Maurice Gros- 
hon, State Council of Defense, 
Box 115 Cheyenne, Wvo.; 
Ralph E. Robertson, 200 Sew- 
ard Bldg., Juneau, Alaska; 
Rev. Russell J. Pirkey, Box 35, 
Balboa Heights, Canal Zone; 
Judge William L. Whitney, 
Honolulu, Hawaii; Gov. Arthur 
Yager, State House, San Juan, 
Porto Rico; Carson Taylor, 
Daily Bulletin, Manila, P. I. 


BONDS SUPPORT SOLDIERS 

It costs $65.51 for a soldier’s 
complete summer and winter 
outfit. This includes three pair 
of shoes for home service and 
four for overseas. How many 
soldiers does your school equip? 

Besides food, clothing, and shelter, pri 
vates in the United States Army get from 
$1 to $1.20 u day; privates in the English 
Army get from 35 cents to 50 cents a day; 
privates in the French army get from five 
cents to 85 cents a day; privates in the 
Italian Army get from two cents to four 
cents a day; privates in the German Army 
get from 10 cents to 25 cents a day. How 
many American Soldiers do you help pay? 


* -AMERICA GAVE YOU * * 
ALL YOU HAVE TO GIVE 
Give It~She Needs It Now! 

COMMtTTEe OK* PUBLIC I NFORMATION 

Liberty Loan Poster: A Stirring Appeal to the Foreign-born 


September 15, 1918 


NATIONAL SCHOOL SERVICE 


11 


Rural Schools 


COMMUNITY COUNCILS IN 
RURAL DISTRICTS 

To will the war local country communi- 
ties must be effectively organfeed. Realiz- 
ing this, various governmental agencies 
and voluntary organizations have de- 
veloped programs for rural organization. 
Of these the local community councils of 
defense, as recommended by the Council 
of National Defense, seem best adapted, 
not only to the emergencies of the hour, 
but also to the permanent needs and de- 
velopment of country life. In the forma- 
tion of these local rural councils the fol- 
lowing procedure adapted from the pro- 
gram of the Council of National Defense 
is recommended. 

How to Organize Local Community 
Councils 

1. Call a County War Conference. For 
thoroughness and force the organization 
of local rural communities should be un- 
dertaken on a county basis. A county 
war conference of all officials in charge 
of the county government and organiza- 
tions should first be called, the chairman 
of the county council of defense and the 
county superintendent of schools taking 
the initiative in this. At this conference 
two tasks should be accomplished. First, 
the entire county should be divided and 
mapped into sub-districts or natural com- 
munities. These natural communities 
will usually, though not always, coincide 
with school districts. Second, three or 
four men and women in each unorganized 
district, including the rural teacher usu- 
ally, should be appointed to act as a local 
organization committee. In organized 
communities, existing organizations should 
be recognized, charged with war duties, 
and their officers made to constitute this 
committee. Prior organizations should 
always be used, never supplanted. To 
attempt new organizations in a com- 
munity already organized, wastes effort 
and engenders antagonism. 

2. Hold a Local Organization Meeting. 
When this preliminary county work has 
been done, the organization committee in 
each community, whether organized or 
unorganized, should arrange to hold an 
organization meeting or local war con- 
ference at the sehoolhouse or other com- 
munity center. Give motive to this initial 
meeting by holding it in connection with 
the campaign for the Fourth Liberty 
Loan, some time between September 28 
and October 19. The “Columbus Day and 
Liberty Loan Rally’’ offers good sug- 
gestions for such a meeting. At this time 
make sure that the following ends are 
realized: 

That a spirit of true patriotism and 
service is stimulated among both children 
and adults. 

That the sale of Liberty Bonds is ad- 
vanced. 


That a permanent organization of the 
neighborhood for war service and com- 
munity development is effected. 

Communities already organized should 
federate their clubs into a community 
council, and dedicate themselves and their 
organizations anew to an effective yearly 
program of activities for winning the war 
and for permanent self-development. Un- 
organized communities should start a local 
community council of defense as officially 
recommended by the Government through 
the Council of National Defense. 

Procedure at Organization Meeting 

The procedure in organizing this local 
community council should be simple. 

1. Discussion. Have a talk by a mem- 
ber of the county council of defense or 
the county woman’s committee, or by the 
county superintendent, teacher, or local 
citizen, on the various kinds of war 
obligations the rural community should 
assume, making it clear that the com- 
munity must be organized to discharge 
these obligations effectively. 

2. Organization and Officers. After this 
talk encourage the audience to participate 
in the discussion and later to vote the 
organization of a community council of 
defense, electing three officers, a chair- 
man, vice-chairman, and secretary-treas- 
urer. The rural teacher may well serve 
as one of these officers, preferably as the 
secretary-treasurer. The secretary should 
make reports at intervals to the county 
council and county woman’s division and 
should be the representative to receive 
such patriotic literature and directions as 
may be issued by the Committee on Public 
Information, the Council of National De- 
fense, and other state and government 
agencies. 

3. Appointment of Leaders. Because 
of its small membership the local com- 
munity council of defense in rural dis- 
tricts should work as a unit, employing 
but few committees. A general yearly 
program of war activities for the com- 
munity should be outlined at this meeting 
to give a clear comprehension of the work 
ahead, and individual leaders for each 
division of work should be appointed. 
The chief interests for which such leaders 
should be named include: food produc- 
tion; food conservation; thrift and bonds; 
Red Cross work; fuel conservation; child 
welfare; and patriotism and American- 
ization. The last topic is especially 
needed in rural localities that have a 
large foreign population. At least three 
of these leaders, those for food conserva- 
tion, Red Cross work, and child welfare, 
should be women. Each leader appointed 
under this plan should keep the council 
informed of significant developments in 
his field, and should serve as the general 
director of community effort in his 
division, acting as chairman for the 


preparation of council programs on his 
topic. 

Future Meetings and Yearly Program 

Before the first or organization meet- 
ing of the community council is adjourned, 
the next meeting should be announced 
and partially planned. A general pro- 
gram of war activities and an interesting 
series of meetings for the year should also 
be announced. The second meeting should 
be held about two weeks after the organ- 
ization meeting, bringing it close to 
Hallowe’en, and should deal chiefly with 
the topic: “A program of war work for 
our community this year.” In preparing 
for this meeting the division leaders on 
food conservation, Red Cross, and the other 
topics named, should begin at once to 
read as widely as possible in their re- 
spective fields and should write to Wash- 
ington and to various state and county 
headquarters for literature and instruc- 
tions. 

In average localities the community 
council should meet regularly every two 
weeks during the slack season, or as 
regularly as roads and weather will per- 
mit, and once a month during the busy 
season. Winter meetings may be held 
best at the school house, or other public 
hall, usually on Friday evenings; and 
summer meetings, out-of-doors at differ- 
ent farm homes on Saturday afternoons. 
Each meeting should provide for both 
thoughtful discussion and some whole- 
some entertainment, and should, above 
all, lead to definite cooperative action and 
achievement. 

Permanent Rural Development Through 
Community Councils 

Farmers are so busy and the country com- 
munity so small and simple in its social 
structure that one all-inclusive community 
organization is all that a rural neighborhood 
can well maintain. A single live organ- 
ization, like the community council here 
recommended, or an existing farmers’ 
club, grange, social center, community 
club, parents’ association, or school im- 
provement league, may well be made to 
serve, therefore, as a general clearing 
house for all government activities con- 
nected with the war. 

Even more significant than the tempo- 
rary war service of such an organization 
are its possibilities for the permanent up- 
building of country life. It is generally 
agreed that most rural problems can best 
be met and solved through the intel- 
ligent cooperation of farmers. Every use 
of war interests which works to this end 
is realizing a. double purpose and proving 
a real blessing to country people. Rural 
teachers and leaders need to keep this in 
mind at all times and to make sure that 
the great wave of enthusiasm and energy 
for the war which is now sweeping rural 
districts is so directed that it works not 
only toward the victorious culmination of 
the present struggle, but toward the high- 
est future development of country life. 


Organize your school for active work in 
the Fourth Liberty Loan campaign. Buy- 
ing Liberty Bonds is loaning money on 
good security. 


12 


NATIONAL SCHOOL SERVICE 


September 15, 1918 


COLUMBUS DAY AND LIBERTY 
LOAN RALLY 

Every true American is interested at 
this time in carrying the Fourth Liberty 
Loan away over the top. In this effort all 
rural teachers will wish to help, and must 
help, if farmers are to be sufficiently in- 
formed and aroused to take their share of 
this large subscription. The question now 
uppermost in the minds of rural teachers 
and supervisors is one of ways and 
means for rendering this service. In this 
connection the following suggestions from 
the letter of a country teacher are help- 
ful : 

“Our little school is a typical country 
school of twenty-five children in a district 
of eighteen families. Last year we tried 
to render patriotic service through Junior 
Red Cross work, the purchase of thrift 
stamps, gardening and canning, lessons 
on food conservation, and other activities 
worked out by the children. This year 
we are going a step further and attempt- 
ing to mobilize our entire community, 
both children and adults, for winning the 
war. This organization of our com- 
munity we expect to work out through 
the development of a community council 
of defense, as outlined and recom- 
mended by the Council of National De- 
fense in Washington, D. C. Our first step 
in this direction is to be a “Columbus 
Day and Liberty Bond Rally” held at 
the schoolhouse on Friday evening, Octo- 
ber 11.” 

The program for such a rally must be 
simple, but two ideas will stand out 
prominently: first, the duty of farmers 
to purchase bonds and support the war; 
and second, the necessity for the thought- 
ful planning and development of rural 
communities so that they may make their 
full contribution toward winning the war. 
Here is a suggested program: 


Program for the Rally 

1. The Story of Columbus and the Dis- 
covery of America. Talk by a seventh 
grade pupil based upon the seventh grade 
history of the past month. Illustrated 
with pictures aud blackboard sketches. 

2. Recitation — “Columbus.” Poem by 
Joaquin Miller. 

3. Pantomine — “The Discovery of Amer- 
ica.” By children of the first three 
grades. See Primary Grades section or 
current teachers’ journals. 

4. The Development of America since 
1492 and Its Present Crisis. A talk by 
an upper grade or high school student of 
the community. 

5. School song — “Columbia, the Gem of 
the Ocean.” 

C. The World War — What we are Fight- 
ing for and Why we Must Win. A talk 
by the county superintendent or a high 
school teacher, minister, lawyer, or lead- 
ing citizen from an adjoining town. 

7. How the People of this Community 
Can Help to Win the War. A talk by a 
citizen of the local district or county 
emphasizing the sale of Liberty Bonds. 

8. Buying Bonds to Fight the Kaiser. 
A Junior Four Minute Speech by an older 
pupil of the school. 

9. The Community Council of Defense 
— How to Organize and What to do after 
Organization. This talk should be given 
by a member of the county council of 
defense or the woman’s county com- 
mittee and should be followed by the 
organization of a local Community council 
as recommended in the following article. 

10. Recitation — “In Flanders’ Fields.” 

11. Flag Drill and The American’s 
Creed. By all children of the school. For 
the creed, see National School Service 
for September 1. 

12. Song — “America.” School children 
and audience. 


Primary Grades 


NATURAL WAR INTERESTS OF 
CHILDREN 

One of the agencies most prone to pro- 
mote the war spirit is the sand table. Chil- 
dren are no longer satisfied to build peace 
ful ditches, pleasant farms, or high moun- 
tains, as they used to do. Now trenches 
appear fortified by whatever accessible ma- 
terial may serve as cannon. Sometimes the 
sand dashes its waves over the edge of the 
table itself in a great storm created by 
small hands to sink an enemy ship. No 
form of occupation material can claim ex- 
emption from war service. Drawings of 
ponies and friendly cows are supplanted by 
galloping cavalry horses. Crayoned ships 
sail the ocean bringing supplies to our 
soldiers, while bits of folded paper floating 
through the air become miniature air ships. 
Clay cannon, bullets, and soldiers are a 
common sight on the modeling table. Sol- 
dier games and marching songs are called 
for. “Over There” seems to be known 


• 

to all and is more popular than the most 
tuneful childish melody. 

The primary teacher who is awake to her 
opportunities will allow this natural war 
interest of the children to run its course. 
More than that, she will follow the lead 
thus given her by the children themselves 
and will provide the mediums for its full 
p!ay. v 

THE DOG ARMY OF FRANCE 

There are four classes of dogs enlisted 
in the dog army of France — rat killers, 
Red Cross dogs, sentinels, and dispatch 
dogs. The last two are the most important. 
The sentinel dogs go into advance posts 
with their masters and are trained to give 
the alarm, by a low growl, at the approach 
of any other person. The dispatch dogs 
are used for sending orders. They are real 
soldiers, too. They share all the dangers of 
life at the front and they share, too, the 
“wooden cross” or military honors. 


Tell the story of “The Smallest Soldier of 
Them All.” The purpose of the story is to 
present to the children in the familiar, onee- 
upon-a-time way, some interesting facts 
about life over there. 

Have a- language lesson about the dog. 
Show pictures of dogs. If possible, have 
a dog in the classroom. Show how the 
pouch would be fastened around his neck. 
Children may model dogs in clay, draw 
them, or cut them in paper. 


THE SMALLEST SOLDIER OF 
THEM ALL 

Mignon was her name. She was a small, 
fuzzy-haired little dog with round black 
eyes and restless tail. She could walk on 
her hind legs and shake hands and do other 
cunning tricks. And now she was a soldier 
of France. 

She had left a very pleasant home in the 
country, where she was the pet of the whole 
household, to come to this training camp 
for dogs, behind the fighting line. Her new 
master was a kind soldier in blue, who 
spent much of his time patiently teaching 
her new tricks. 

First, she had to get used to the noise 
of the big guns. Then she must learn to 
crouch close to the ground or hide in a 
deep hole when a shell screamed. Most im- 
portant of all, she had to be taught to go 
swiftly from one place to another with a 
message in a little pouch which was tied 
around her neck. . 

One morning, before daybreak, as little 
Mignon was dreaming pleasantly, she heard 
her master’s voice calling: 

“Come, Mignon. You and I must fight 
this day for France.” 

With a glad little cry, she sprang up and 
followed him as his regiment marched to 
the firing line. The battle was terrible, 
but she never left her master’s side. 

At last word came that the German guns 
had destroyed the French telephone wires. 
Unless the French commander could get a 
message to his men on the other side of the 
field, the battle would be lost. 

“That is easy,” said Mignon ’s master, 
as he patted her head. “Here is a brave 
little messenger.” 

When the pouch with the message was 
securely fastened at her neck, Mignon ’s 
master whispered in her ear: “Go, little 
Mignon. I know you will not fail. Have 
I not taught you myself? Go! You fight 
for France!” 

Off she darted. The soldiers watched 
her run swiftly for a few yards and then 
crouch as a shell exploded overhead. Once 
they thought she had been killed by a Ger- 
man gun, but when the smoke lifted they 
saw her far in the distance, dodging and 
running forward. At last she arrived safely 
with the precious message. The day was 
won for France. 

Later, Mignon ’s regiment was paraded 
before the great general to be honored for 
bravery. And Mignon was there. She, too, 
received a “Cross of War.” “For,” said 
the soldiers, “if it had not been for Mig- 
non we could not have won.” 


M 

Mary, Mary, quite contrary, 

How does your Thrift Card grow 
Very well, I’m glad to tell 
I’ve sixteen in a row. 


SEPTEMBER 15, 1918 


NATIONAL SCHOOL SERVICE 


13 


MY SOLDIER IN BLUE 

I saw a soldier yesterday, 

Ilis uniform was blue. 

He didn’t dress at all, you see, 

The way our soldiers do. 

Upon his head he wore a cap, 

Of black, and red, and gold. 

I liked his black and shiny boots, 
They made him look so bold. 

I gave the soldier a salute, 

The way I always do; 

For Mother said that he was French 
And should be honored, ioo. 


MILK— VITAL TO THE NATION’S 
HEALTH 

We can save wheat and meat, sugar and 
fats, and be none the worse for it, but we 
must use milk. The children of today must 
have it for the sake of a vigorous, hardy 
manhood tomorrow. A quart daily for 
every child, and a pint for every adult is 
not too high an ideal, according to the 
Food Guide prepared by the United States 
Food Administration. 

As the price of milk has increased, its 
consumption has decreased. What can the 
primary teacher do to encourage the use 
of milk by young children? She can — 

1. Hold a mother’s meeting and present 
facts about the value of milk as food. 

2. Enlist children themselves in an army 
of milk drinkers. 

A SONG OF THRIFT STAMPS 

Sing a song of Thrift stamps, 

Sixteen in a row, 

Take them to an agent 
With nineteen cents or so ; 

Change them for a War stamp, 

And for your energy 

You’ll get a crisp five-dollar bill 

In nineteen twenty-three. 

— T. F. Donovan. 

LIBERTY LOAN PRIMER LESSON 

Have pictures of ships, sailors, and sol- 
diers. Let the children talk about what 
ships are used for now. Tell something of 
the dangers of travel during the war. 
Then place these sentences on the black- 
board for a reading lesson: 

This is a ship. 

Who owns the ship? 

Uncle Sam owns the ship. 

What is the ship for? 

It is to carry food to the soldiers. 

Ships cost a great deal of money. 

Where will Uncle Sam get the money 
to build ships? 

We must lend him the money. 

We must buy Liberty Bonds! 

Show the picture of a United States 
soldier. These sentences tnay then be 
placed on the blackboard for a reading 
lesson : 

This is an American soldier. 

What is the soldier doing? 

He is fighting for America. 

Where does he get food, and guns, 
and bullets? 

He gets them from the people of the 
United States. 

They buy Liberty Bonds. 


FIVE-YEAR-OLDS AND THE 
FOURTH LIBERTY LOAN 

The primary school is an important fac- 
tor in advertising the loan. Even young 
children can be taught some of the uses to 
which the money loaned the Government 
will be put — such as the purchase of ships, 
food, guns, and clothing. 

Short, enthusiastic conversational lessons 
about the loan, will send the children home 
asking such questions as — 

Daddy, have you bought a bond? 

Are you going to buy one? 

Will you buy one for me? 

Will you buy one for sister? 

Daddy, don’t you think we 
ought to help the Government win 
the war? 

Be sure to give a Fourth Liberty Loan 
poster a prominent place in the classroom. 


LETTER WRITING IN WAR TIME 

It has been said that the war is reviving 
the lost art of letter writing. Letters from 
the boys at the front are appearing in news- 
papers everywhere, and the mail from home 
is one of the great factors in the morale of 
the trenches. Now, therefore, is an appro- 
priate time to stress letter writing in the 
composition work of every grade. From 
the beginning of the year, children should 
be led to recognize that one of their own 
real problems is to learn to Write a really 
interesting letter that may help to carry a 
bit of home to father or brother in canton- 
ment or somewhere in France. Published 
letters may well be read in class, and con- 
sidered as to their interest and what it is 
that makes them interesting. The children 
should be helped to recognize incidents that 
will make good material for such letters. 
They should be given exercise in putting 
such incidents into interesting form. 

There is a certain shyness or reserve 
which frequently prevents children from 
giving to the letter that the teacher is to 
read and criticise the personal touch that 
makes the home letter worth most. Be- 
cause of this, it is often desirable that the 
practice work be done on imaginary let- 
ters, written to learn how, rather than on 
the real letters that are to be sent. Either 
everyday or unusual incidents may be used 
as the basis of these practice letters. 

Excellent material for imaginary letters 
of the unusual incident type is afforded in 
the “Personal Narrative of a Submarine 
Sinking” on the first pages of this issue. 

Suggestions for Letter Writing Based on a 
Submarine Sinking 

1. Preparation. 

I have found a letter written by a man 
whose ship was sunk by a submarine, which 
you will like to hear. As I read it to you, 
notice how many different interesting 
things it tells about. 


THE SOLDIER THE CHILD’S IDEAL 

The soldier is the child’s ideal today. To 
salute the soldier is an honor. To imitate 
him is natural. Many valuable lessons can 
be taught in these habit-forming grades by 
using the soldier as an example. 

1. Teach children to respect the man in 
uniform and to salute him. 

2. If possible, have children recognize 
the uniforms of the Allied soldiers — Eng- 
lish, French, Belgian, and Italian. 

3. Stimulate interest in their own health 
exercises through reference to soldiers’ set- 
ting up exercises. 

4. Secure better standing, sitting, and 
walking postures, using soldiers as exam- 
ples. 

5. Call attention to the snap and vigor 
of the soldier’s movements as he stands, 
walks, or salutes. 


2. Discussion. 

What different points of interest did you 
notice? They may be something like 
these: When the attack was made ; tor- 
pedoed in spite of convoy; how the people 
on board felt and acted at first; how the 
officers behaved getting off the sinking 
ship; how the destroyers came to the res- 
cue; safe in Ireland. 

Are there any parts of the letter that 
were so well told that you seemed to sec 
them like pictures? Let me read you 
again one or two that I think make good 
pictures. (Read the first paragraph, de- 
scribing the time of attack; the sentence 
beginning “We traveled in columns of 
three” ; the two sentences, “The ship had 
been wounded mortally — ,” and “The deck 
was sliding back — ”; and others that 
suggest themselves.) 

Was there any part of the story that was 
funny? (Incident of putting on life pre- 
servers.) 

Imagine you were on this ship and write 
a letter, not so long as this letter, telling 
just one or two things that you think are 
most interesting. We shall read our letters 
to the class after we write them and choose 
the one we should most enjoy receiving. 

3. Writing and Reading Letters. 

Lead the discussion to show why some 
letters are more interesting than others. 

Silent Reading and Oral Language 

The story of the Submarine Sinking may 
also be used for an exercise in silent read- 
ing and oral language, as follows: 

1. Preparatory class discussion. 

If you had a friend whose ship had been 
sunk by a submarine, what would you like 
him to tell you about it? What questions 
would you ask when you saw him? Put 
the most helpful or suggestive of the ques- 
tions on the board. 

2. Assignment. 

I have a story here by a man who was on 
a ship that was sunk by a submarine. 


Intermediate Grades 


14 


NATIONAL SCHOOL SERVICE 


September 15, 1918 


Would you like to read it ? Would you 
like to have some of the class read it and 
tell us about it tomorrow? 

3. Preparation by selected children, or by 
the whole class if it is small, as in a country 
school. Silent reading. 

4. Report to the class, with further dis- 
cussion. The teacher may well supply in- 
teresting facts if anything noteworthy is 
omitted. See that the words U-boat, con- 
voy, destroyer, torpedo, periscope, life-pre- 
server, life-boat, davits, are understood by 
the class. Use pictures if they are obtain- 
able. Ask the pupils to be on- the lookout 
for other interesting letters from soldiers. 

Si 

MAP EXERCISE FOR EARLY 
INTERMEDIATE GRADES 

Use a map of the world. 

Where are our boys fighting? Find 
France. Find America. Over what ocean 
do they go to reach France? 

From what other countries have soldiers 
gone to fight in France? Find England, 
Italy, Portugal, Russia, India, Canada, 
Australia, South Africa, Belgium. Trace 
the journey each must take before he ar- 
rives in France. 

From what countries have the armies 
come against whom the Allies are fighting? 
Find Germany, Austro-Huugary, Turkey, 
Bulgaria. 

OUTLINES FOR FOUR MINUTE 
SPEECHES 

1. War costs men. One million five hun- 
dred thousand of our soldiers are in France. 

War costs money. We spent thirteen and 
a half billion dollars last year. 

We can lend money if we cannot give 
our lives. 

Every home a bond buyer. 

2. What our country has done for us. 

What our country needs now. 

What can we do? 

What will we do? 

Buy a bond and help the Government to 
sell bonds. 

3. America means liberty to all people. 
Germany would put the world in bondage. 
Lift high the torch of liberty. 

Buy Liberty Bonds or become German 
bondsmen. 

4. What a Liberty Bond is. 

What a Liberty Bond pays. 

What a Liberty Bond does. 

Where you can buy a Liberty Bond. 

5. America ’s Leadership in Democracy. 

We are at war to save Democracy. 

How you can help. 

G. This is our war. 

We must all help pay for it. 

We can help by saving foods. 

We can help by lending money. 

The money we lend pays for our war. 
Would you lend money to yourself? 

Now is your chance. 

See “Four Minute Men School Bulletin,” 
Nos. 1 and 2, published by the Committee 
on Public Information. 


HOW GIRLS HAVE EARNED 
MONEY TO BUY THRIFT STAMPS 

Helping mother with the cooking. 
Making desserts, charging members of 
the family five cents apiece. 

Preparing berries and vegetables for dry- 
ing. 

Helping with canning. 

Churning for mother and for the 
neighbors. 

Washing the dishes. 

Setting the table. 

Washing the windows. 

Cleaning porches. 

Waxing floors. 

Beating rugs. 

Polishing silver. 

Sweeping sidewalks. 

Sweeping dead leaves off lawns. 
Bringing in coal and wood. 

Filling lamps for people who have no gas 
or electricity. 

Splitting kindling. 

Running errands. 

Addressing envelopes. 

Taking subscriptions for magazines. 
Building fires for neighbors in winter. 
Sifting ashes. 

Taking care of the neighbor’s baby. 



CAN YOU ANSWER THESE 
QUESTIONS? 

What is a barrage? 

What does a torpedo look like-? 

How many men are in a brigade? A bat- 
talion? A company? 

Who are our present cabinet members? 
Why are submarines called U-boats? 
What is chauvinism? 

How may I save coal? 


What does “Freedom of the Seas” mean 
to America, to England, to Germany? 

What was our crop yield during the past 
year? 

What is a Junker? 

What revenue does the average citizen 
pay toward war expenses? 

Who are the Anzacs? Why were they 
given this name? 

These and hundreds of other facts need- 
ed for understanding what one reads in 
magazines and newspapers today are found 
in the “War Cyclopedia,” a handbook of 
over 300 pages, issued by the Committee on 
Public Information, price 15 cents. Keep 
the War Cyclopedia on your reference shelf, 
use it yourself, and teach the children to 
use it. 

— m — 

ARITHMETIC FOR FOURTH AND 
FIFTH GRADES 

“Facts and Figures for Junior Four Min- 
ute Men,” printed in another column, may 
be used as a basis for some interesting 
problems — for example: 

How many soldier boys has our town sent 
to the army? How much did the summer 
and winter outfit for our boys cost? Who 
paid for it? If all our boys were privates, 
how much would their pay for one day 
amount to? For a year? How much does 
it cost to feed our home boys for one day? 
For a year? 

We have about 1,600,000 men in France 
today. What was the cost of their clothing 
alone? What is their pay for a month? 
What does it cost to feed them for one day? 

We are sending over about 250,000 men 
each month. At this rate, how much more 
will it cost for the army’s food and pay 
next month than this? 


Upper Grades^High School 


TEACHING THE WAR IN THE 
HIGH SCHOOLS 

In high schools the first lessons on the 
war should be devoted to the explanation 
or description of some of the important 
ideas involved in the war, or the reasons 
why it occurred. 

It is desirable at first to make sure that 
the pupils know the meaning of the terms 
Democracy and Autocracy. 

Compare governments organized ac- 
cording to each of these ideals. The es- 
sential point is to bring out clearly that 
in a democracy, whether the executive be 
called president or king, the final source 
of authority lies with the whole people. 
In an autocracy the source of power is in 
the ruler, or more often, in a small privi- 
leged class. 

Similarly, explain and compare the 
ideas of nationalism ■ and imperialism. 
Point out how the development of a race 
consciousness has led to the desire for 
separate national existence on the part of 
the peoples of eastern and southeastern 
Europe, now under the rule of other races. 


Through discussion, bring out the dangers 
of an imperialistic policy as well as its 
advantages. Use examples from an- 
tiquity, such as Assyria, Persia, and Rome, 
as well as examples of modern imperial- 
istic states. 

Compare the imperialistic ideal of Eng- 
land with that of Germany as the latter 
is shown by the scheme of Pan-Germania, 
calling special attention to the writings of 
German public men. 

The Second Lesson 

In order to get early into the actual 
story of the war, and so hold the interest 
of the pupils, the second lesson should 
deal with the actual outbreak of hos- 
tilities. 

Point out how the plans of Germany 
and Austria were seriously interfered 
with by the desire for national unity on 
the part of the Jugo-Slavs of Serbia, 
Bosnia, and Montenegro. This feeling 
threatened the creation of a strong Slav 
nation to the south of Austria. Call at- 
tention to the threatening attitude of 


September 15, 1918 


NATIONAL SCHOOL SERVICE 


15 


Austria and to the revolutionary plottings 
of Serbian sympathizers as increasing the 
bad feeling and distrust between the 
countries. 

Show that the murder of the Austrian 
archduke, while a detestable crime, need 
not have brought on war. Trace the ef- 
forts to maintain peace, particularly those 
of Sir Edward Grey, Great Britain's 
foreign minister. Emphasize the fact that, 
although Austria waited until the last 
minute before moderating her demands, 
she finally did express a willingness to 
come to an agreement. ^ 

Germany, while professing a desire for 
peace, deliberately caused the failure of 
all attempts at agreement. 

Later Lessons 

Until the historic background of the 
war is completed, it is suggested that every 
other lesson should follow the history of 
the war itself. Thus Lesson III would be 
a discussion of Militarism, Commercial- 
ism, International Law and the Hague 
Conferences, and Internationalism, while 
Lesson IV would take up the story of the 
actual struggle at the end of Lesson II. 
The new work of Lesson IV would cover 
the invasion of Belgium and France, with 
a discussion of what finally brought about 
the entrance of England. 

Material for use in these lessons may 
be found in the following publications of 
the Committee on Public Information: 
Con.quest and Kultur; The War Message 
and the Facts Behind It; German Mili- 
tarism and Its German Critics; The Study 
of the Great War. 


CURRENT STUDY OF THE WAR 

The submarine story on the first page 
supplies interesting material for the use 
of the teachers of English. Themes, 
based on the story, may be written from 
the point of view of the captain of the 
U-boat. The experiences of a sailor on 
one of the destroyers accompanying the 
convoy anil how the boys on the other 
troop ships felt, will form interesting 
theme subjects. 

In the scientific departments physical 
problems connected with the operation of 
a submarine, such as the problems con- 
nected with diving, and with the dif- 
ficulties of navigating at a fixed depth 
below the surface, may be discussed. 

The chemical problems arising from the 
confinement of the crew in a comparative- 
ly small, sealed air space, as well as those 
involving the production of dangerous 
gases through contact of sea water with 
the acid of the batteries, will also fur- 
nish subjects for brief talks to classes 
mature enough to profit by them. 

The Advance of the Past Two Weeks 

A large part of the current events 
period may well be devoted to a discussion 
of the advance of the past two weeks. 
Especial attention should be called to two 
facts connected with. the advance. The 
first is the use of small “tanks,” called 
“whippets,” which can travel over rough 
ground at from twelve to fifteen miles an 
hour. These derive their name from a 
small variety of greyhound. 


In the second place, it should be pointed 
out that the Americans and the Allies 
have in places reached the last high ridge 
of ground in the north, overlooking the 
plains of Flanders, and that there is good 
prospect that the Germans will soon be 
pushed back from this ridge along its 
whole length. 

A comparison may be drawn between 
the former voluntary withdrawal of the 
Boche troops to the strongly fortified 
Hindenburg line and their present re- 
treat under the pressure of the Allied 
attacks. 

General Foch 's policy of rapidly fol- 
lowing an attack on one part of the line 
by a similar strong attack at another, giv- 
ing the Germans time neither for rest nor 
for reinforcing the attacked points by the 
withdrawal of troops for other sectors, 
has had much to do with the demoraliza- 
tion of the Germans. 

JUNIOR FOUR MINUTE MEN 
CONTEST 

Upper grades and high schools ought 
to be particularly interested in the work 
of the Junior Four Minute Men. The 
contests held on the occasions of the War 
Savings stamp drive and the Third Lib- 
erty Loan were so successful that it has 
been arranged to hold a similar contest 
in the campaign for the Fourth Liberty 
Loan. A pamphlet containing sugges- 
tions, arguments, sample speeches, and 
outlines for other speeches has been sent 
to each school. If you did not receive a 
copy get in touch at once with the chair- 
man of your local committee of the 
Council of National Defense, who will see 
that you are supplied with the material 
and help that you need. 


WHAT YOUR MONEY 
WILL DO 

One $50 bond will: 

Buy 14 rifle grenades. 

Buy 23 hand grenades. 

Provide trench knives for 
a rifle company. 

Buy 160 first-aid packages 
to dress wounds. 

Buy 10 cases of surgical in- 
struments for officers’ belts. 

Buy 37 cases of surgical in- 
struments for enlisted men’s 
belts. 

One $ J 00 bond will: 

Provide 5 rifles. 

Clothe a soldier. 

Provide 30 rifle grenades. 

Provide 45 hand grenades. 

Buy 2,000 surgical needles. 

Feed a soldier for eight 
months. 

One $500 bond will supply 
bicycles for the headquarters 
company of an Infantry regi- 
ment. 

One $1,000 bond will buy 
an X-ray apparatus or pistols 
for the men in a rifle company. 


ORGANIZING TO SELL LIBERTY 
BONDS 

The chief means by which teachers can 
arouse interest and enthusiasm in the sale 
of Liberty Bonds by their classes is 
through group competition. 

There are a great many devices that 
may be used to this end. One plan that 
proved very successful as a stimulus to 
competition is the following: 

High on the wall at the front of the 
assembly room is a large picture of a 
German airplane coming toward the ob- 
server. Stationed around the base are as 
many cannon as there are groups, each one 
shooting at the airplane. Pictures of 
shells of the proper size are seen making 
their way toward the airplane. Each shell 
represents a group of pupil bond sellers. 
As the group advances toward its quota, 
the shell is gradually advanced from the 
gun toward the airplane. The pictures 
should be of a size proportionate to the 
room. In a large assembly room the air- 
plane might be fifteen or twenty feet across 
the wings. 

Another plan is to have a large screen, 
showing the coast line of France on the 
right and the coast line of the United 
States on the left. In this case, the width 
of the Atlantic Ocean represents the 
quota to be raised, and each group is 
represented by the picture of a steam- 
ship which is trying to get across ahead 
of the steamships of the other groups. 

Smaller schools may divide their stu- 
dents into two gioups, one for each of the 
school colors. The Liberty Bond competi- 
tion can then be organized as a color con- 
test, just as athletic contests arc often 
arranged. 

LIBERTY BOND RALLIES 

The high school or the large elementary 
school forms a logical center for the 
national interests of the community. 
It is the best place in which to hold 
rallies for the stimulation of the sale 
of Liberty Bonds. In every school one 
or two such meetings should be held in 
the course of the next campaign which 
begins September 28. On your program 
you should have some music furnished by 
the pupils, and arrange for speakers — not 
more than two. If you can get the ser- 
vices of a returned American or Allied 
soldier who can make a good speech, so 
much the better. One or two patriotic 
exercises by the boys and girls may be 
introduced. This will tend to bring out 
the parents. Too many children’s exer- 
cises, however, will lengthen the meeting 
and tire those who come. This will not 
help the sale of bonds. A number of the 
pupils should be stationed at strategic 
points around the hall, with pencils and 
subscription blanks, ready to take sub- 
scriptions at the close of the meeting. 
The fact that subscriptions will be so 
taken should be announced just before the 
close of the exercises and the worthy 
ambition of the school to go “over the 
top” with a record sale should be em- 
phasized. A rousing meeting, not too 
long, with a few speeches and plenty of 
stirring patriotic music, will bring a big 
subscription 1o the bonds, and greatly 
increase the morale of the community. 


16 


NATIONAL SCHOOL SERVICE 


September 15, 1918 


EDUCATIONAL INSTITUTIONS 
TRAIN SOLDIERS 

When the Array needed blacksmiths, car- 
penters, gunsmiths, electricians, and other 
special workers, the Government asked the 
schools to train them. Under special con- 
tract, American colleges, universities, and 
technical schools are providing technical 
training for one hundred sixty thousand 
enlisted men from April 10, 1918, to Janu- 
ary 1, 1919. One hundred forty-seven in- 
stitutions, representing every state, are 
training men for the War Department at 
the rate of 27,000 a me nth, under the super- 
vision of the committee on education and 
special training. The number of men 
trained at each institution varies from a 
minimum of 300 to a maximum of 15,000, 
the number to be trained at the University 
of Texas. 

The program of instruction and training 
provides the necessary technical prepara- 
tion for such workers as automobile me- 
chanics, blacksmiths, carpenters, bench 
woodworkers, sheet metal workers, gun- 
smiths, machinists, general mechanics, con- 
crete workers, railroad engineers and fire- 
men, electricians, wireless constructors, and 
wireless operators. 

COLLEGE MEN IN SERVICE 

During the past year the colleges and uni- 
versities of the country have contributed 
liberally in men and service to the support 
of the war. From 198 colleges and uni- 
versities, according to reports made by these 
institutions, 44,456 students enlisted in the 
Army and Navy. More than 100,000 grad- 
uates and 3000 members of the faculties 
of these institutions entered the service. 
Seventy-nine colleges and universities re- 
port 297 members of their faculties on war 
service duty in Washington, varying in 
number from one from each of 33 in- 
stitutions to 11 from the University of 
Texas, 19 from the University of Minne- 
sota, and 22 from the University of Wis- 
consin. Many students, graduates, and fac- 
ulty members have enlisted from institu- 
tions that have not reported. 

WOMEN WORKERS IN GREAT 
BRITAIN 

In April, 1917, the number of women 
directly replacing men in Great Britain was 
estimated at 1,256,000. More than three- 
fourths of them were in industrial and 
commercial occupations and in Government 
employ. In January, 1918, according to 
the British Labor Gazette of June, 1918, 
this number had increased to 1,442,000. 
The degree to which women replace men 
varies widely in different industries. In 
Government establishments, not including 
controlled establishments engaged in muni- 
tions work, they formed 36 per cent, of the 
total employes; in banking and finance, 
24.6 per cent.; in commercial occupations, 
16.9 per cent.; in engineering firms, 7.14 
per cent.; and in all metal trades, 6 per 
cent. Many other women are engaged in 
work in which they replace partially, or 
indirectly, the men who have been with- 
drawn. 


SEVEN REASONS FOR 
SAVING 

Save for your country’s 
sake, because it is now spend- 
ing millions a day and must 
find most of the money out of 
savings. 

Save for your own sake, be- 
cause work and wages are 
plentiful, and, as prices are 
high now, a dollar will buy 
more after the war. 

Save, because when you 
spend you make other people 
work for you, and the work of 
everyone is needed now to win 
the war. 

Save, because by saving you 
make things cheaper for 
everyone, especially for those 
who are poorer than you. 

Save, because by going 
without you relieve the strain 
on ships, docks, and rail- 
ways, and make transporta- 
tion cheaper and quicker. 

Save, because by saving you 
set an example that makes it 
easier for the next man to save. 
A saving nation is an earning 
nation. 

Save, because every time 
you save you help twice, first 
when you don’t spend and 
again when you lend to the 
nation.— The Commonwealth. 


SPEEDING SHIP PRODUCTION 

The United States Shipping Board com- 
pleted one year of work August 1, 1918, 
with a unique record of accomplishment. 
The year ’s work of the board is sum- 
marized by Pacific Shipping Illustrated un- 
der the head, “One Year of Hurley,” as 
follows : 

The completion of 182 steel and wooden 
ships, totaling 1,420,000 dead weight tons. 

The laying of 790 keels. 

The construction of 819 ship ways. 

The increase of the ship building army 
from 45,000 to 250,000 men. 

The lowering of ocean freight rates 25 
per cent. 

The addition of 118 German and Aus- 
trian owned vessels to the Allied service. 

The requisitioning of 86 vessels from 
Holland. 

The chartering of 215 neutral ships for 
Allied Trans-Atlantic Service. 


LOAN DRIVES SELL THRIFT 
STAMPS 

During the three Liberty Loan drives 
last winter, the sale of Thrift stamps in- 
creased. Children are quick to catch 
the enthusiasm of the hour. They want to 
help. As they cannot buy bonds, they do 
the next best thing. They buy Thrift 
stamps or War Savings stamps. Are your 
children buying stamps? 


THE WAR SAVINGS CAMPAIGN IN 
THE SCHOOLS 

Dr. George D. Strayer, Director of the 
School Campaign for the National 1\ ar 
Savings Committee, reports that the essay 
contests which have been conducted in 
many school systems have resulted in the 
writing of the best compositions that he had 
ever had opportunity to read. The children 
were asked to write on how they saved 
things which were formerly wasted in order 
to buy War Savings stamps, or on how they 
earned money to buy stamps. 

Here is an essay written by Charles 
Martis, seventh grade pupil of Omaha, 
Nebraska. 

Thrift Stamps 

“ ‘Think twice before spending your 
money,’ is a good slogan in these days when 
America is fighting to keep for us all that 
we hold most dear. Many times when I 
go past a store window and see the good 
things, I think again that ‘Uncle Sam’ needs 
our money more than we do. 

“My grandfather, who was having his 
house torn down, said he needed some help, 
so I volunteered. Every morning of vaca- 
tion days I was up bright and early and out 
there at eight o’clock working until five in 
the evening. 

“I never was so glad to see snow as I was 
this winter. Always before, snow meant only 
extra good times for me. But now every 
time Old Mother Goose picks her ducks and 
chickens up in the sky and shakes down 
their feathers I say to myself, ‘Aha!' an- 
other Thrift stamp for Uncle Sam,’ grab my 
shovel and start out to the neighbors to 
shovel snow off their walks and nickels into 
my pockets, to be afterwards turned into 
ammunition for the Kaiser, our friend, and 
handed to him with my compliments, for I 
sure don’t like that boy.” 

$1 ( 

SAVE GARDEN SEED 

Every boy and girl who has had a garden 
this season should, whenever possible, save 
seed for next year’s planting. In many 
cases it is possible to gather beans, and peas 
that have become too old for eating, thus 
assuring a supply of good seed for next 
year’s planting. As a rule, with limited 
garden areas it will not pay to grow beans, 
peas, sweet corn and other vegetables for 
the production of seed, but when a surplus 
is allowed to become too old for eating it 
does pay to save this surplus for seed. 
Sufficient tomato, squash, melon, cucumber, 
and corn seed may be saved from the prod- 
uct of almost any garden provided a little 
attention is given the matter. 

Seed should be saved only from strong, 
healthy plants. In the case or beans, pe: 
and sweet corn the seed should be allowed 
to ripen on the plant. In the case of such 
plants as tomatoes, cucumbers, etc., the 
fruits from which the seed is to be saved 
should be well ripened. Remove the seed 
and spread it out to dry. All seed must be 
thoroughly dry before being stored. Gar- 
den seeds must be kept in a vermin proof, 
well ventilated receptacle. A tin bread box 
is ideal as it supplies the proper amount of 
ventilation and mice cannot destroy the eon- 
teuts. Care should be taken to label every 
package of seed to avoid confusion at plant- 
ing time. 


u-w 


m - 

NATI O NAL 

School Service 

PUBLISHED BY THE COMMITTEE ON PUBLIC INFORMATION 


Volume* I WASHINGTON, D.G., OCTOBER 1, 1918 Number 3 


AMERICAN AVIATORS 
BOMB HUN AIRDROMES 


Letter of Young American Aviator Gives 
Graphic Picture of Expedition into 
German Territory 

The following letter of a young Amer- 
ican aviator, which is reproduced from 
The New York Times, gives one of the 
best accounts to be found of the life and 
work of the aviator. The airplane, the ex- 
ploits of which are here described, was one 
of a squadron of eleven large Handley- 
Page bombing planes, each carrying 1600 
pounds of high explosives, three machine 
guns, and three men, the plane described 
being in the lead of the squadron. All the 
machines returned 
safely from this par- 
ticular expedition. 

“Well, Pm back 
safe and sound from 
a trip that I thought 
would be my last, and 
somehow I feel dazed 
still, as though 1 
were not really alive. 

It was queer, the 
whole affair, and I 
must say the Huns 
deserved to get us, 
for they threw up so 
much ‘hate’ that out 
of the law of aver- 
ages we should have 
been brought down. 

But here I am, un- 
touched. Here’s the 
story. 

The Raid 

“About two o’clock 
in the afternoon a 
signal came through 
from General Headquarters that we must 
stretch every nerve to help the army, and 
calling on us for a long stunt down behind 
the lines. At two o’clock the day looked 
dull and we were heartbroken, but by four 
some of the ground fog had lifted and that 
gone feeling started in on my stomach. 
At six we met in the mapping office and the 
objective was given us. We were told 
what weather to expect and whether de- 
fensive balloons were up. 

“Then we tried to eat some dinner. By 
this time I was getting to be an old hand, 
having been at it three weeks and raiding 
some six times — and yet I know I never 
digested that meal. So I went back to my 
cabin, loaded my cigarette case, put the 
malted milk tablets in my pocket, took 
my cheek book, stuffed a letter in my in- 


side pocket as a safeguard, put oil on my 
face, got into the fur boots and union 
suit, and went back to the wardroom mess 
to play the phonograph until the ‘carry- 
on’ signal was sounded. 

Crossing the German Lines 

“Then my pilot came in, a Canadian 
whom I got to know rather intimately and 
respected unlimitedly — in short, we liked 
each other, and I’d go anywhere with him. 
He said we were first off and were to test 
the air down the lines. So we went out 
to the Evening Star, our bus (airplane), 
and I tried the guns, checked the bombs, 
made sure everything was shipshape, and 
sneaked a couple of little bombs injo the 
cap bag beside me. The big motors were 


A Handl’ey-Page Airplane Starting On Its Plight 

grumbling- away, waiting for the starting 
flash. Soon it came, and the exhausts 
grew red and dust swirled up. We swung 
across the drome and plunged through 
the ground mist toward the lines. 

“For twenty minutes we climbed until 
the earth was just a dark blot, and we 
felt mighty lonely and little. Then Roy 
(the pilot) put her around and we headed 
back over the field to the signal “O. K.” 
and let the others off. As soon as the 
answering flash was given we turned back 
again toward the lines, and the motors 
sang a higher tune as we opened them full 
out; another twenty-five minutes and we 
were over the lines, with the searchlights 
groping about below. The big guns 
crashed away, and we watched their ex- 
(Contimied on page 2) 


TOPOGRAPHY AND STRAT- 
EGY ON THE WESTERN 
FRONT 


Major Douglas -W. Johnson Discusses 
Geography in its Relation to 
Movements of Armies 

I need not tell you that all military cam- 
paigns are of necessity controlled, to some 
extent at least, by the character of the 
country over which the opposing armies 
must move. And since the surface forms 
of the earth are themselves in turn con- 
trolled by geological structure, you will 
readily appreciate that geological events in 
the remote past may be responsible for 
important military 
movements at the 
present time. 

The Paris Basin 

I am going to ask 
you then, if' you will, 
to step back in time 
with me a few mil- 
lion years and look 
at the topography of 
Western Europe in- 
cluding Northern 
France and Belgium, 
as it would have ap- 
peared to you could 
you have seen it at 
that remote period. 
You would have seen 
a region of moun- 
tains, topographic- 
ally very much more 
rugged than that 
which we find at the 
present time. And if 
it had been your 
privilege to watch 
continually through long ages, through 
hundreds of thousands of years, the 
changes which go on so slowly upon 
the surface of our earth, you would 
have seen that the rivers were gradu- 
ally widening their valleys, and that the 
mountain ranges were being softened into 
hills and the hills reduced to gentle rolling 
plains, until the contour of the country was 
worn down to a flat surface practically- at 
the level of the sea. And then, had you 
watched longer, you would have seen that 
flat surface gradually subside beneath the 
waters; and you would realize that there 
were being laid down on that surface hori- 
zontal deposits of mud, sand, and limestone, 
completely burying the old mountainous 
structure. Then you would have seen the 
(Continued on page 3) 



lei 


2 


NATIONAL SCHOOL 


SERVICE . 


October 1, 1918 


AMERICAN AVIATORS BOMB 
HUN AIRDROMES 

(Continued from page 1) 

plosions and kept on over them toward 
our objective. No sooner had we crossed 
the lines than the Huns started to strafe 
(punish) us; ‘archie’ bursts (shell ex- 
plosions) were seen to the right and left, 
but they had guessed wrong. Roy held 
her straight ahead. 

Searchlights and “Strafing” 

“Over a searchlight flashed on, 

twinkled furiously and caught us; we were 
low by now, at 6000 feet, and we paid no 
heed except to fire a ‘pan’ (machine gun 
rounds) or so at the light until the men got 
t ho wind up. Far below us we could see the 
lights in a billet or a train stoking and 
the glare on the smoke, but otherwise the 
country looked dead. To the rear of us 
t he lines flashed and dimmed as the poor 
beggars had it out, and far ahead we knew 
our objective lay, where we would leave 
our dirt (bombs) and settle a few reckon- 
ings. 

“The lights followed us from village to 
village. 

Dropping the Bombs 

“Presently the motors were throttled; 
we were gliding in for our marks. It was 
curiously quiet: I had the three guns ready 
and then, Good God! The earth seemed 
to open; seventeen searchlights sprang out 


and swept about, the A. A. (anti-aircraft 
guns) made a wall and floor (barrage fire) 
ahead of us, the deadly high explosive 
crumpled about us, and the green balls 
swayed and spiraled as they sought to 
set us on fire. Roy kept straight on, never 
a waver nor a turn; Jones was down on 
his knees at the trapdoor with his sights 
on the mark. There was a sudden crash 
and I thought we were hit, but we kept 
on straight into the wall of bursting shells 
the bomb clear. She hit about thirty 
yards to one side, and then I clambered 
ahead and below us. Suddenly one light 
got us and the whole seventeen hit us 


with a slap. We felt like little kids caught 
stealing jam! Then I got the guns going; 
the tracers (bullets that leave a trail of 
light, like Roman-candle balls) darted 
down the beams toward the gun crews and 
two lights went out — probably due to get- 
ting the ‘wind up.’ The tip of the gun got 
red and the glow crept up to the barrel. 
Seven pans went off like lightning and the 
thing jammed. The other gun started, 
and I threw on pan after pan until the 
mark was left behind. We were still in 
the beams now, plunging and side-slipping 
vainly. I looked inside the racks and saw 
one 250-pound bomb hung up, (caught fast 
in the rack) so I signaled Roy and crawled 
into the racks to let it go when Jones 
flashed the lights. 

Taking a Second Run 

“Meanwhile the ‘archies’ were getting 
closer, if possible, and we were hit time 
and again. Why we weren’t literally blown 
out of the air, I don’t know; it almost 
worries me. I felt Roy make a steep bank 
and stood by to let the ‘egg’ (bomb) go 
when the time came. I looked through the 
traps, and so help me, Roy was taking a 
second run, passing the second time over 
the objective in order to drop the bomb 
that h^d caught in the rack and failed to 
drop with the others. It was such a gal- 
lant, foolhardy thing to do, I almost 

cursed him. Then the works showed 

up ahead, the light flashed, and I shoved 
out and manned the guns. 


“I saw a tear in the fuselage side, and 
holes in the wings, and Roy’s face grinning 
at me in front, and I could have cried, I 
felt so lucky to have been through it and 
come out safely. So I passed him a note 
telling him about the two Coopers (little 
bombs) I had in the cap bag, and he waved 

his arms and headed for airdrome, the 

big Gotha field (a Gotha is a big German 
airplane). 1 was immensely cheered up 
at this and began to sing ‘Have you seen 
the ducks go by for their morning walk, 
quack, quack, much to Roy’s enjoyment. 
The fire of the guns followed us, but we 
didn’t care. We had done the job. 


Bombing a Gotha ’Drome 

“Soon the landing lights of the Hun 
drome flashed on, thinking us one of their 
own; so we swooped down, and I pulled 
the fusing wires of the coopers and 
dropped them. We made a bit of a circle, 
put the motors on, saw them burst short of 



An Anti-Aircraft Gun in France 


the field in the middle of a courtyard of 
some kind. Maybe a farmhouse. Maybe 
not. At any rate, they burst, and the 
Iluns were furious. The lights went out 
and machine guns started up, so we an- 
swered and went home. We crossed the 
lines at about 3,000 feet and picked up 
some landmarks, then headed for the 
’drome, fired our signals, and got the 
answer. 

“A few minutes later we had landed and 
were drinking hot chocolate and grinning 
at one another. Roy and I did the hop- 
scotch dance for them, and then turned in, 
at about 4 a. m. And happy, O ye gods!” 

THE WINGS OF WAR 

Hail to the squadrons of the sky, 

The giant battleplanes, 

And speedy scouts that sail the void 
Where primal silence reigns! 

And hail the pilots, iron nerved, 

And quick to do and dare; 

Who wins this war for liberty 
Must win it in the air. 

Some day a flier from afar 
* Will pass the city gate, 

Upon its wings the sable cross, 

Of unrelenting hate, 

And bombs will fall, and flames arise, 

And precious blood will run — 

Leave not the azure fields above 
Unguarded to the Hun! 

An aerial fleet must guard our coasts, 

An aerial navy go 

Three thousand miles across the sea 
To battle with the foe. 

The wind is humming overhead, 

And this is What it sings: 

“Go shape the wood, and cast the steel, 
And give Columbia wings.” 

— Minna Irving. 


Think of our boys over there fighting for 
us. Your money must back them. 



t 


Sc- e* *• 

ma8. ;, 15 1919 





October 1 , 1918 NATIONAL SCHOOL SERVICE 3 


TOPOGRAPHY AND STRATEGY ON 
THE WESTERN FRONT 

(Continued from page 1) 

region uplifted to form a land area again; 
not uplifted evenly, however, hut with a 
marked elevation around the marginal por- 
tions, leaving the central area very much 
depressed, so that we would have a gigantic 
saucer or basin. Because Paris is about 
at the center of that basin, it is known to 
geographers today as the “Paris basin.” 

It will be easier to follow the line of 
argument if I separate the topography 
shown in the accompanying diagram into 
four types, and if we acquaint ourselves 
first with the essential elements. Then we 
may touch very briefly upon the relations 
of that topography to military movements. 

Vosges Mountains and Rhine Valley 

(1) I am going to ask you first, then, to 
concentrate your attention upon the south- 
eastern corner of the region. You will 
note that, as a result of the uplift, we have 
the older rocks exposed in the higher eleva- 
tions known as the Vosges mountains. 
When that area was raised to form the 
eastern margin of the basin,' it was raised 
in the form of a great arch with a crest 
running roughly north and south. Along 
that crest there developed two parallel 
fractures or breaks in the earth’s crust, 
and the included block dropped down sev- 
eral thousand feet, causing the broad val- 
ley of the Rhine. We see then that the 
Rhine valley is not one of those valleys 
carved by stream action, but is produced 
by the sinking of a long, narrow slice of 
the earth’s crust. Now, this dropping 
down naturally left the fractured edges 
steep and sharp, and, while today they have 
been worn back somewhat, the Vosges 
mountains present a very much more ir- 
regular topography on their eastern escarp- 


ment, a very much steeper slope, than on 
the west. If you start with the lower 
course of any one of the valleys, in the face 
of either the Black Forest or the Vosges 
mountains, you find that, down near the 
Rhine plain, the valleys are fertile and fair- 
ly open. There is room enough for one good 
road adapted to the movements of troops. 
The slopes on either side are too steep to 
be cultivated and so they are left in forests. 
As you go up the valleys, however, you find 
that they grow narrow, become very steep, 
and in their higher portions are confined be- 
tween very precipitous rocky ledges. At the 
crest of the range they terminate in indis- 
tinct saddles, or cols, which are known by the 
name of passes. 

You will understand the difficulty that 
the Germans must find in moving troops 
up these streams, up this steep escarpment, 
where they are able to bring but a frac- 
tion of the fighting power of their troops 
into play ; while the French, deployed along 
the' crest, have a very great advantage. If 
you were to cross over the crest of the 
Vosges you would find that while the coun- 
try is hilly on the back slope, neverthe- 
less it is distinctly less rugged than the 
eastern escarpment. The hill crests form 
a fairly even sky line which, in the case 
of the Vosges, rises higher and higher to 
the eastward until it drops down very 
abruptly to the Rhine plain. 

The Northeastern Plateau 

(2) We now have in mind the striking 
contrast between the two slopes of the 
Vosges mountains, as well as the elements 
of the broad, flat plain of the Rhine. Let 
us turn our attention next to the north- 
ward continuation of the region of old rocks 
in western Germany, and its continuation 
into Belgium, where these rocks form the 
Ardennes mountains. In this area we have 
not so much the topography of a mountain 


as that of a plateau. But the erosion of 
the upland has produced a very rugged 
surface. Through that rugged country we 
have three main through-going valley 
trenches, which must, of necessity, be 
the lines of communication for armies 
operating in that region. These are 
the gorge of the lower Rhine; joining 
it from the southwest, the gorge of the 
Moselle river; and parallel to the latter 
but farther west, the winding gorge 
of the Meuse river where it cuts through 
the Ardennes. The Rhine itself is a very 
narrow gorge, the river occupying almost 
all of the valley floor, with barely room 
on the two sides for two railroads and two 
auto roads. The river itself is navigable, 
so we have five lines of communication. 
You will appreciate also that this gorge 
must be for Germany a very important line 
of defense if her own territory is invaded, 
and that such a natural moat as we have 
here woulij prove a very formidable military 
obstacle. On either side the plateau is dis- 
sected by deep ravines that interpose a 
very serious difficulty to transportation 
across country. Roads cannot proceed for 
any great distance over the upland before 
they must descend by zigzag courses into 
one of the ravines and then zigzag back 
to the upland surface again. That means a 
long route, and engineering difficulties 
which can be overcome only as the result 
of great expense. And when you realize 
that these uplands are comparatively iso- 
lated, that they are not very productive, 
and that they are inhabited by a very scanty 
population, you will understand why there 
is not in that region sufficient wealth to 
give to such an area a large number of good 
roads. In order to move large bodies of 
troops we must have, not one good road, 
but a number of parallel roads. 

The main valleys cutting through the 
upland have winding courses which add 



4 


NATIONAL SCHOOL SERVICE 


October 1, 1918 




greatly to their length. The Moselle trench 
for example has a winding course which 
enormously increases the length of this 
line of communication. Nevertheless, the 
Moselle is the most important line in that 
part of Germany. 

As we go farther west, the next gorge 
is that of the Meuse. The city of Liege 


enormous advantage of topography rests 
with that army which controls the uplands 
overlooking the plains. 

The first great battle of Verdun was 
fought with the German troops attempting 
to scale the escarpment east of the city, 
and was unsuccessful. The second great 
battle, which is usually known as the battle 


Belgian plain, although it is part of a great 
lowland surface which stretches across the 
whole of Northern Europe. You can appre- 
ciate the character of it best if I tell you 
that you can travel from the Pyrenees to 
northeastern Russia by rail and never pass 
through a tunnel. You can travel the entire 
distance and never rise 600 feet above sea 
level. We find that the surface near the sea 
is so low and flat that it must be protected 
by dikes to prevent the ocean waters from 
overflowing the surrounding country. The 
rivers, in flowing across those lowlands, 
must themselves be diked in order to pre- 
vent the waters from spreading over the 
lowlands, especially at the times of heavy 
rains or floods. Where the streams reach 
the sea, we must have some type of water 
gate to permit the accumulated waters to 
flow out when the tide is low, and which 
can be closed to prevent the water from 
flowing into the adjacent territory when 
the tide is high. You can see that all that 
is necessary in order to construct a very 
effective defense against an enemy is to 
open these gates at the wrong time. That 
mode of defense was seized upon most suc- 
cessfully by the Italians in 1917 when they 
checked the assault of the Austrians along 
the lower Piave; and was used as a means 
of checking the great German drive at the 
Channel ports in 1915 when the lower 
courses of the Belgian streams were sub- 
merged and changed into vast lakes by the 
ojiening of the dikes. 

On the low plain of Belgium, life in the 
trenches is very difficult and in many cases 
impossible. The places that can best be 
occupied by troops are the mounds which 
rise very slightly above the general surface 
and which have the great advantage of 
being dry and therefore 
available for intrenchment. 
The seizure of anarrowridge 
of this type, even though it 
gives but a very small com- 
mand of the adjacent coun- 
try, is a military fact of the 
first importance because it 
puts the one who has that 
advantage in possession of 
dry land for his troops and 
artillery. 


Four Routes 


Now, with these four ele- 
ments of topography in 
mind, look for just one mo- 
ment at the position of 
France and Germany at the 
beginning of the war. It 
was possible for Germany 
to seize upon four possible 
routes of invasion. 


Invasion from Rhine Valley 

( 1 ) In the first place, 
she might have concentrat- 
ed an army in the Rhine 
region and moved westward into France, 
crossing directly from the German country 
into the French country without violating 
the neutrality of any nation. Any move- 
ment across the Vosges mountains would 
be very difficult. The surface is so rugged 
that the advantages are greatly in favor 
of the French in any contest taking place 
over that terrain. 

It is said that a German general was 


The Flat-floored Valley of the Marne Eiver Near Meaux 


guards the gateway into this great through- 
connecting trench. The fortifications which 
were defended by the Belgians for a num- 
ber of days after the Germans had con- 
quered the city itself are located in a 
circle over the upland surface. As you go 
up the stream, you come finally to a point 
where the Sambre river runs into the Meuse 
from the southwest. And at that important 
junction we find the strategical position of 
Namur. This is an exceedingly important 
point topographically, because it is on the 
through route of the express trains from 
Berlin to Paris. If you turn southward 
up the Meuse you will find that the valley 
walls become very high and imposing, and 
very steep. They appear 
to present a practically in- 
accessible barrier to any 
armies which would try to 
move across the trench. 


of Verdun (February to July, 1916), was 
fought by armies advancing southward up 
the valley of the Meuse, as the Germans 
realized that it would be impossible to make 
any attack from the east that would be 
successful. The only chance of success was 
to move the armies into the valley from 
the north where the river flows out on the 
plain, and to come southward along the 
valley, deploying the troops on either side. 
The number of streams flowing from either 
side into the river Meuse divides the topog- 
raphy into a succession of parallel ridges 
with stream trenches between them, and the 
plan of defense of the French was to make 
the crossing of each natural moat so costly 


The Central Region 

(3) Let us turn now to 
the central portion of the 
Paris basin. The first thing 
we note is that there comes 
to the surface a series of 
hard rock layers, each of 
which forms a plateau with 
one gentle slope and one 
steep slope. In every case, 
the gentle back slope is to- 
ward France, the steep, for- 
bidding scarp is toward 
Germany. A German army 
moving against that line of 
escarpments would have to 
cross the lowlands in view 
of the armies established 
on the heights, whose ar- 
tillery would effectively 
dominate every movement 
on the plain below. Add 
to. this the difficulty of ascending the 
escarpment in the face of rifle and ma- 
chine gun fire; the fact that on the 
low plain there is no opportunity for 
concealed artillery positions; and the 
further fact that, because the plain is 
marshy, the movements of troops must be 
confined to a comparatively small number 
of roads carefully charted by the artillery 
on the uplands ; and you will see what an 


Typical Lower Eiver Valley in Vosges Eegion 

to the Germans that the force of the at- 
tack would be spent before Verdun could 
be reached. If you return to the center of 
the Paris basin, you find a broad rolling 
plateau. The battlefield of the Marne is 
situated right in the center of this plateau. 

The Belgian Plain 

(4) There remains the fourth type of 
topography which we may speak of as the 




October 1 , 1918 


NATIONAL SCHOOL SERVICE 


5 



The area shaded by diagonal lines shows the allied gains between July 18 and September 23 
inclusive. Since the latter date there have been other gains, which are not shown on this map 


ordered to attack the French and drive them 
back over the crest of these mountains, 
lie made three unsuccessful attempts, when, 
according to the story, he received a very 
urgent command from the Kaiser that the 
Vosges mountains must be crossed at any 
cost. He tried again and failed. Then, it 
is said, he retreated to his headquarters and 
committed suicide, first sending this mes- 
sage to the Kaiser: “^The Vosges cannot 
be crossed. Come and try it yourself.” 1 
wouldn’t vouch for the truth of the story, 
but it serves to show that here is the place 
where least of all the Germans plight as- 
sume to invade French soil. 

They might pass around the southern 
end of the Vosges mountains; but the Bel- 
fort gateway is comparatively narrow, and 
in blocking it the Allies would have such 
a great advantage as to make any advance 
exceedingly slow and costly. And to ap- 
preciate the German plan of campaign, we 
must remember that for long years the 
Germans had held the view that they must 
bring France to her knees quickly before 
Russia could mobilize. 

Better success might attend a passage 
around the north end of the Vosges moun- 
tains, through what is known as the Lor- 
raine gateway. Here it would be necessary, 
once German troops crossed to French soil, 
to traverse the broad open plain of the 
Woevre, with its marshes and lakes, under 
the fire of the French artillery on the heights 
to the west. If the Germans succeeded in 
penetrating this first line of natural de- 
fense, the French would retreat down the 
gentle back slope and take up positions on 
successive lines of escarpment. 

Moselle and Meuse Routes 

(2) There is a second route, up the Mo- 
selle valley, which avoids one or two of the 
east facing escarpments. But because it 
necessitates the crossing in succession of 
several remaining escarpments, this route 
would involve very serious delays. 

(3) The third route would be southward 
up the valley of the Meuse river. This 
would bring the German armies into France 
farther to the west, where the escarpments 
are dying out, some of them disappearing 
entirely. But it would restrict the armies, 
debouching from that valley, to one main 
line of communication passing through 
enemy territory in a narrow gorge. 

Invasion Through Belgium 

(4) By going a little farther to the west, 
it is possible to take a route through Bel- 
gium, over the level plain, which would 
bring the German forces to Paris without 
encountering any serious topographic ob- 
stacles. That is the route that was chosen. 
From the boundary west of Metz to Paris, 
as the airplane flies, is about 170 miles. 
The route actually followed by the Ger- 
mans through Belgium is about 250 miles. 
The German General Staff thus selected a 
route which was fifty per cent longer than 
the legitimate route directly into France, 
which involved bringing into the field the 
Belgian army, and which they must have 
realized might result in bringing into the 
field the British army and the British navy. 

[From a lecture recently delivered at Colum- 
bia University. The accompanying map (on page 4) 
and illustrations are reproduced from Johnson s 
“Topography and Strategy in the War, by per- 
mission of Henry Holt & Co.] 


AMERICAN OFFENSIVE AT 
ST. MIHIEL 


Continued Allied Successes in France, 

Macedonia, Russia, and Palestine — 
New “Peace Offensive” 

By the middle of September the great 
Allied offensive directed by Marshal Focli, 
after eight weeks of brilliant successes, 
began for the first time to show signs 
of slowing down. Torrential rains were 
turning the lowlands into impassable 
swamps; and the enemy, now in new posi- 
tions, was straining every nerve to rush 
up reinforcements to make good his terri- 
ble losses. The battleliue from Rheims to 
Ypres, therefore, showed signs of becom- 
ing temporarily stabilized at points approxi- 
mating those of 1917. Then, dramatically, 
came the first separate offensive of the 
Americans, involving the newly formed 
First American Army, under General 
Pershing’s personal command. 

Americans Strike at St. Mihiel 

The scene of this new stroke was seventy 
miles east of Rheims, at St. Mihiel, on 
the river Meuse. Since September, 1914, 
the battlefront here had shown two sharply 
marked bends, or “salients.” The west- 
ernmost of these has Verdun as its center 
and projects into the German area. The 
mighty German effort to capture this 
strong position constituted the chief at- 
tempt on the Western front in 1916; but 
it failed before the resolute resistance of 
General Petain, who said, "They shall not 
pass,” and made good his promise. Just 
east of Verdun lay the salient about St. 
Mihiel, projecting twelve miles into the 
French lines, and strongly held by the Ger- 
mans. This was the first bend, or pocket, 
established on the western front; and in 
the process of “emptying” the pockets, 
which has been carried on by Marshal 


Foch this summer, it was the last to go. 
In reporting the operations which pro- 
duced this result, General March, the offi- 
cial spokesman at, Washington for our 
Army, said : 

“This salient was cut off by the Amer- 
ican army in less than two days — parts of 
Thursday and Friday, September 12 and 
13 — by quick, sharp blows on both flanks. 
On the south flank our troops advanced 
along a ten-mile front between Xivray and 
Fey en II aye, up through the undulating 
plain of the Woevre. On the west flank, 
on an eight-mile front, they advanced 
across the heights of the river Meuse, a 
ridge which is six miles wide and broken 
by deep, branching ravines. By the even- 
ing of the first day the south flank had 
been driven in five miles and the north 
flank three miles. By the evening of the 
second day, the salient had been wiped out.” 

Summary of Results 

About 1000 tanks, big, little, and middle- 
sized, participated in the attack. The 
number of prisoners taken by the Ameri- 
cans was nearly 20,000, while the cannon 
taken numbered 210. The French aided 
in the movement, but to the Americans be- 
longs. the chief credit. At the end of his 
statement General March says: “The 
quickness and rapidity with which the 
Americans handled the fight at St. Mihiel 
is attributed not only to the fine staff- 
work which brought it off, but to the in- 
dividual soldier himself. It was ‘hot 
stuff.’ ” 

The subsequent advance of the American 
troops in this sector has brought them with- 
in less than ten miles of the important city 
of Metz, on German soil, which, at the 
present writing, is under bombardment 
from American guns. The region lying 
about Metz and extending on both 
sides of the frontier is one of the 
richest iron ore districts in Europe, and 
is one of the prizes for which France and 


6 


NATIONAL SCHOOL SERVICE 


October 1, 1918 


Germany are contending in this war. It 
is the old French province of Lorraine, of 
which the eastern half was forcibly taken 
by Germany in 1871. The rich mines of 
the Briey basin, in the western half, have 
also been seized by Germany in the course 
of the present war, thus depriving France, 
taken together, of about 90 per cent of her 
iron production. 

Continued Successes Elsewhere 

Elsewhere on the western front, during 
the past two weeks, there has been vigorous 
and almost continuous fighting. On Sep- 
tember 14, the French renewed their at- 
tacks on the strong positions in front of 
Laon, the “hinge” of the western battle- 
front. This assault carried them forward 
from one to two miles, and subsequent gains 
have now brought them within half a mile of 
the famous Cliemin des Dames. Ou Septem- 
ber 18 and 19, in the St. Quentin sector, 
the British under General Haig advanced 
on a 22-mile front for a distance of three 
miles, taking 10,000 prisoners and 60 guns. 
This brought them almost into the out- 
skirts of St. Quentin, while the French 
were advancing bit by bit to the south. 
The fall of this stronghold, beset upon three 
sides, is now only a question of time. 
Further to the north a similar advance, 
desperately contested, has been made upon 
Cambrai, Douai, and Lens. 

Belgium’s Heroic Army 

It is of interest to ^note that the Bel- 
gian army has taken over an additional six 
miles of trenches from the British in that 
part of Belgium still held by the Allies. 
This has been made possible by the in- 
creasing strength of the Belgian army. Re- 
duced to about 40,000 after the terrible 
battles of 1914, Belgium’s heroic forces 
have since grown to something like 
250,000 men — in part through return to 
duty of soldiers previously wounded, but 
mainly through the recruiting of Belgian 
youths who, at the peril of their lives, 
have slipped across the frontier to join 
their country’s army. 

New Advance on Macedonian Front. 

As this narrative was being written, 
interesting developments were occurring on 
the Macedonian front. On September 15, 
began an important advance in the moun- 
tainous region lying to the west of Monas- 
tir, in Serbia. It was participated in by 
French, British, Serbians, and Greeks. 
The first day’s drive carried the Allies 
forward, in most difficult country, about 
five miles on a front of fifteen miles. 
Later the Serbians, who are now fighting 
on their own soil, advanced nine miles in 
a single day. On September 22 the Bul- 
garians were reported to be falling back 
all along the line between the Cerna and 
Vardar rivers, with the Allies within nine 
miles of the enemy’s supply lines. The 
important base of Prilep fell two days later. 

Events in Northern Russia 

At Archangel, in northern Russia, the 
arrival is announced of American troops 
sent from the United States to relieve the 
marines who have been operating there 
against the Russian Bolsheviki. During 
the week ending September 21, the Com- 
mittee on Public Information issued from 
Washington a series of secret documents, 


procured by its representatives in Russia, 
which prove clearly that the Bolshevik 
leaders, Lenine and Trotzky, have all along 
been in German pay, receiving orders from 
and reporting to the German Government. 

Brilliant Victory in Palestine 

The British army in Palestine, under 
General Allenby, first advanced its line a 
distance of 15 miles on a 70-mile front 
extending from the river Jordan to the 
Mediterranean. Then, in a series of bril- 
liant cavalry attacks, well sustained by in- 
fantry, the British, on September 22, vir- 
tually annihilated the Seventh and Eighth 
Turkish armies, capturing more than 25,000 
prisoners and 260 guns, and restoring prac- 
tically the whole of Palestine to Christian 
possession. 

Austro-German “Peace Offensive” 

Equally important with the American 
offensive at St. Mihiel has been a new 
“peace offensive” begun by the Austro- 
Germans. The “peace offensive” took 
the form of a proposal from the Austrian 
Government, on September 16, to the Al- 
lied Governments for a “confidential and 
unbinding discussion on the basic principles 
for the conclusion of peace, in a place in 
a neutral country and at an early date 
that would yet have to be agreed upon.” 
In the proposal the assertion was renewed 
that the Central Powers “are waging a war 
of defense for the integrity and security 
of their territories.” 

The American Reply 

The prompt reply sent by President 
Wilson to the Austrian proposal was al- 
most universally applauded, alike in this 
country and among the Allies. 

The day after this reply was given, the 
War Department announced that the Amer- 
ican army would be increased to 4,800,000 
men by next July, and asked for an addi- 
tional appropriation of seven billion dol- 
lars to take care of the increase. On Sep- 
tember 12 the enrollment under the new 
draft act, which extended the liability for 
military service to men between the ages 
of 18 to 45, had made available for the 
Nation’s service 13,000,000 men. “Force, 
force to the uttermost” is thus our reply 
to the false and hypocritical attempt of the 
Central Powers to keep by fraud and 
cajolery what they have seized by unblush- 
ing force. 


STUDENTS ARMY TRAIN- 
ING CORPS 


The Government Calls Institutions of 
Collegiate Grade to Render Special 
Military Service 

The Government has called the normal 
schools, colleges, and universities to special 
military service. Over four hundred higher 
institutions have arranged to organize units 
of the Students Army Training Corps under 
the special regulations of • the War De- 
partment. On May 8, 1918, Newton D. 
Baker, Secretary of War, sent an announce- 
ment to the presidents of all institutions of 
collegiate grade in the United States, iu 
which he said in part: 

Military instruction under officers 
and non-commissioned officers of the 
Army will be provided in every institu- 
tion of college grade, which enrolls 
for the instruction 100 or more able- 
bodied students over the age of eigh- 
teen. The necessary military equip- 
ment will, so far as possible, be pro- 
vided by the Government. There will 
be created a military training unit iu 
each institution. 

Soon after this announcement, the War 
Departmeut worked out the details for or- 
ganizing Students Army Training Corps 
units in colleges and universities. With 
the passage of the new selective service 
law, the details have been modified to meet 
changed conditions. So many questions 
have arisen concerning the rules and regu- 
lations governing the Students Army Train- 
ing Corps under the selective service law 
that the following facts, given out by the 
Committee on Education and Special Train- 
ing of the General Staff, are published for 
the information of teachers: 

1. Collegiate units of the Students Army 
Training Corps will be established at insti- 
tutions of approved academic standing en- 
rolling 100 or more able-bodied male college 
grade students of eighteen years of age 
or over. 

2. After a student has been registered by 
his local draft board and has regularly 
entered the college of his choice, he may 
voluntarily join, or be inducted into, the 
Students Army Training Corps. As this 
is a Corps of the Army he will upon his 
induction become a soldier and be placed 


PRESIDENT WILSON’S LACONIC ANSWER TO. 

AUSTRIA’S PROPOSAL FOR AN UNOF- 
FICIAL PEACE CONFERENCE 

The Government of the United States feels that there 
is only one reply which it can make to the suggestion of 
the Imperial Austro-Hungarian government. It has repeat- 
edly and with entire candor stated the terms upon which 
the United States would consider peace and can and will 
entertain no proposal for a conference upon a matter con- 
cerning which it has made its position and purpose so plain. 


October 1, 1918 


NATIONAL SCHOOL SERVICE 


7 


on active military duty. He will then re- 
ceive uniforms, to be worn regularly ; equip- 
ment; food, or army rations; housing, in 
barracks; instruction at Government ex- 
pense; and the pay- of a private, $30.00 a 
month. As he is a soldier, he is no longer 
under the jurisdiction of his draft board, 
but he is subject to all military orders and 
liable to any military duty. 

3. All men within the present draft ages 
(18-45), with the exception of general serv- 
ice men in Class 1 registered before Sep- 
tember 12, 1918, are eligible to voluntary 
induction into a collegiate section of the 
Students Army Training Corps. Each 
must take the usual Army physical exami- 
nation at the College, and be found physi- 
cally fit for general or limited military 
service. In addition, he must have had a 
four years’ high school course or its equiva- 
lent, and be in attendance at one of the 
institutions maintaining a unit of the 
Corps. No general service men in Class I, 
who registered under the first draft law, or 
before September 12, 1918, are eligible to 
induction into a collegiate unit of the Stu- 
dents Army Training Corps. Men already 
inducted into or called for active service 
may seek transfer through their command- 
ing officers and the regular military channels. 

4. Boys under eighteen years of age who 
have been admitted to college will be given 
such military training as is possible, but 
they will not become soldiers, and hence 
will not receive subsistence or pay from 
the Government, until they have become 
eighteen years of age, have registered with 
their respective local draft boards, and 
have been inducted into the Students Army 
Training Corps. 

5. Boys under eighteen years who are in 
high schools or preparatory schools should 
remain in school and intensify their study 
in order to complete their high school course 
and fit themselves for entrance into college 
as soon as possible. 

6. Vocational units of the Students 
Army Training Corps, which have been in 
operation for several months as National 
Army Training Detachments, will be con- 
tinued at the institutions at which they 
have been established, but new units will 
not be added at present. Begistrants of 
the new draft ages who have had a gram- 
mar school course or its equivalent are 
eligible for induction into these units. In- 
duction will ordinarily be sought, however, 
only through the local draft board of the 
registrant and not through the institution 
at which the unit is established. Men seek- 
ing induction will be sent to vocational 
units only so far as the requirements of the 
service permit. 

7. Voluntary induction into collegiate 
units of the Students Army Training Corps 
will probably take place about October 1. 
Students must pay their own expenses un- 
til they are inducted into the Corps. 

8. Information concerning the routine of 
voluntary induction should be obtained 
from commanding officers of collegiate 
units of the Corps. 

9. An arrangement is now pending which 
will provide that a limited number of men 
may, upon induction, be assigned to the 
Navy if they so desire. 

10. As enlistments have been discontin- 
ued, it is only by voluntary induction that 
a registrant may enter any branch of the 
army. 


SCHOOL CHILDREN SAVE 
LIVES OF SOLDIERS 

Protect Soldiers Against German Poison 

Gas by Collecting Fruit Pits and Nut- 
shells for Carbon for Gas Masks 

America’s children are helping to pro- 
tect our soldiers in Prance against German 
poison gas. That is why they are collect- 
ing and saving fruit pits and nutshells, 
for carbon made from these materials is 
the best yet found for use in gas masks. 

Young People’s Organizations Active 

In order to secure a sufficient supply of 
pits and shells, the gas defense division of 
the chemical warfare service of the United 


States Army has urged children and adults 
everywhere to collect these materials at 
once. Boy Scouts, Campfire Girls, War 
Savings societies, the Junior Bed Cross, 
the Junior Pour Minute Men, and scores 
of other young people’s organizations are 
now actively making collections. The whole 
movement is supported vigorously by the 
Department of Agriculture, the War Loan 
Organization, the Pood Administration, the 
Committee on Public Information, the Na- 
tional Chamber of Commerce, the National 
Hotel Men’s Association, the Bed Cross, and 
other organizations and governmental 
agencies. 

Every teacher and every child can help. 
The call is urgent. The opportunity to serve 
is great. Every child who collects 200 
peach pits or seven pounds of shells, the 
amount necessary to make the carbon for 
one gas mask, may save the life of an 
American soldier. 

Here are some of the things everyone 
should know in order to help promptly: 

The Materials Needed 

Peach stones or pits, apricot pits, prune 
pits, plum pits, cherry pits, olive pits, date ' 
seeds, and the shells of Brazil nuts, hick- 
ory nuts, walnuts, and butternuts are the 


materials needed. No other products are 
wanted. These should be thoroughly dried 
in the sun or otherwise. Preferably, the 
meats should be removed from the nuts 
and saved for food. These pits and shells 
may be mixed as collected. 

The Red Cross in Charge 
The Bed Cross will direct this collection 
campaign, give out necessary local infor- 
mation, arrange for centrally located de- 
positories, accept collections from all 
sources, and make arrangements to ship the 
materials collected. 

Collection Centers 

Schoolhouses, churches, banks, stores, 
hotels, and other public places, will act 


with the local Bed Cross headquarters as 
collection centers in each community. 

The Plan of Campaign 

Every town and city should be divided in- 
to zones or districts. A definite group 
should be assigned to make a preliminary 
canvass of each district, requesting every 
housewife, hotel-keeper, or others, to save 
the fruit pits and nutshells. 

Directions for Shipping 

In each center, all materials should be 
turned over to the Bed Cross. The Bed 
Cross has designated over 300 large col- 
lection centers to which materials are to 
be sent from the local centers. The dried 
pits, nuts, and shells at the local Bed Cross 
collection point or points are to be placed 
in bags, boxes, or cartons, no package to 
exceed 70 pounds in weight. 

'The packages should be addressed to the 
American Bed Cross at the nearest center. 

Bags sufficient to hold one carload of pits 
are sent to each designated center. Ten 
days before a car is needed the Bed 
Cross representative should write to Cap- 
tain L. Maeomber, Gas Defense Division, 
Chemical Warfare Service, 19 West 44th 
Street, New York City. 



Photo by Pu<lgeon, Washington Kvenino 8t<ir 


Washington Girl Scouts Help Repel German Gas Attacks 



8 


NATIONAL SCHOOL SERVICE 


October 1, 1918 


National School Service 


Published Twice a Month During the School Year 
by the Committee on Public Information, 
Georoe Creel, Chairman 


Mailed free to teachers. Subscription price to all 
others, $1.00 a year. Address business communica- 
tions, such as those concerning subscriptions or fail- 
ure to receive numbers, to Henry Atwater, Business 
Manager, 461 Eighth Avenue, New York. Address 
editorial communications to National School 
Service, 10 Jackson Place, Washington, D. C. 


EDITORIAL STAFF 


Guy Stanton Ford Director 

W. C. Bauley Editor 

J. W. Seaiison Managing Editor 

Samuel B. Harding Historical Section 

Mabel Cauxey Rural Schools 

Lulu Cain Primary Grades 

Fannie W. Dunn Intermediate Grades 

Chas. A. Coulomb, Upper Grades and High School 


ADVISORY EDITORIAL BOARD 

Mrs. Mary O. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colorado. 

J. A. C. Chandler, Superintendent, Public Schools, 
Richmond, Virginia. . 

L. 1). Coffman, Dean, College of Education, Urn- 
versify of Minnesota, Minneapolis, Minnesota. 

R. J. Condon, Superintendent, Public Schools, 

Cincinnati, Ohio. 

Thomas E. Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Education, 
Albanv, New York. 

Miss Alice Florer, Assistant State Superintendent, 
Lincoln, Nebraska. 

Rev. Augustine F. Hickey, Diocesan Supervisor of 
Schools, Boston, Massachusetts. 

F. M. Hunter, Superintendent, Public Schools, 

Oakland, California. 

D. B. Waldo, President, State Normal School, 
Kalamazoo, Michigan. 

II. G. Williams, President, National Educational 
Press Association, Columbus, Ohio. 

STATE EDITORIAL BOARDS 

State Editorial Boards, each consisting of five 

members appointed by the State Superintendents, 

represent the classroom teachers of the several States. 


Over the top for the Fourth Liberty Loan ! 


Ite member the fruit-pit and nutshell 
campaign. Directions for packing and 
shipping will be found in another column. 


A Question and Answer column will be 
a feature of National School Service. 
Address questions to the editorial office, 
10 Jackson Place, Washington, D. C. 


The maps that accompany the articles 
on the progress of the war are prepared 
for each issue by the National Geographic 
Society. The editors take this occasion 
to acknowledge their indebtedness to the 
Society for this valuable service. 


It is not only the amount of money to be 
raised by the Fourth Liberty Loan that is 
important. It is not only the ships and 
munitions that this money will buy, or the 
new' armies that it will enable us to put 
into the field. Of equal importance is 
the discouragement that the success of the 
Loan will give to our foes because it will 
signify both the immensity of our re- 
sources and the unconquerable determina- 
tion of the American people. Our dol- 


lars will not only buy bullets; in a very 
real sense they are bullets. The larger 
the over-subscription, the more stagger- 
ing will be the blow to the morale of the 
enemy. Every sign indicates that his 
morale is already weakening. Focli and 
Haig and Pershing are giving him no 
chance to recover his self-confidence on 
the battlefield. They are striking blow 
after blow as the German lines roll back. 
We here at home must lose no chance to 
strike at the lines behind the lines. The 
Fourth Liberty Loan is the great oppor- 
tunity for the civilian to play a determin- 
ing part in bringing the war to a success- 
ful issue. It is a critical moment. A huge 
over-subscription is certain to shorten the 
war. Every dollar of this over-subscrip- 
tion may mean the life of an American 
boy; the life of an English boy, a French 
boy, an Italian boy; a quicker breaking of 
the Belgian bondage; relief to the millions 
suffering in France, in Poland, in Serbia; 
the earlier realization of all the great aims 
that w e have set out to accomplish. 


National School Service w'as estab- 
lished at the request of the teachers of the 
United States. Its primary purpose is to 
furnish authentic war information adapted 
to classroom use in elementary and high 
schools, to serve as a medium of communi- 
cation between the governmental agencies 
and the schools, and especially to suggest 
methods of correlating the war activities 
with the regular school work. It can suc- 
ceed only through the cooperation of those 
whom it is designed to help. The editors 
will be grateful for suggestions and criti- 
cisms. They earnestly request teachers to 


send in plans that have been found effec- 
tive in conducting war work, and particu- 
larly ways and means that have been suc- 
cessfully used in associating the war activ- 
ities with the school studies. 

8 

Never in the history of the world has 
the value of education been so keenly 
appreciated as it is today. Never before has 
so high a premium been placed upon skill, 
insight, and intelligence. Never before has 
the dynamic force of great ideals been so 
conclusively demonstrated. The large recog- 
nition given by the Government to the edu- 
cational factor in the war problem should be 
an inspiration to every teacher in the land. 
Literally hundreds of thousands of soldiers 
and civilians are today enrolled in special 
types of schools organized by the Govern- 
ment. The Students Army Training Corps 
has brought thousands of young men 
under the stimulus of higher education 
in preparation for their work as soldiers. 
The boys and girls in the ' lower schools 
may well fiud in these facts a powerful 
motive for attacking vigorously and ag- 
gressively the work of the year. They 
should see clearly that it is not courage 
alone that is going to save democracy; it is 
not material resources alone. In addition, 
there must be knowledge, skill, and right 
ideals. Every gain that a pupil makes in 
these is a gain for the Nation. Every 
good lesson learned, every fundamental 
truth mastered, every needed skill brought 
closer to perfection, every clear insight 
won by hard, persistent, systematic think- 
ing, is a step toward making the world 
safe for democracy. The “school slacker” 
is no patriot. 


TWO LETTERS OF CONDOLENCE 

President Lincoln to Mrs. Bixby, Who The German Kaiser to Frau Meter, Who 
Lost Five Sons in the Had Lost Nine Sons in the 

Civil War. ‘Present War. 


Dear Madam : I have been shown 
in the files of the war department 
a statement of the adjutant-gen- 
eral of Massachusetts that you are 
the mother of five sons who have 
died gloriously on the field of bat- 
tle. I feel how weak and fruit- 
less must be any words of mine 
which should attempt to beguile 
you from the grief of a loss so 
overwhelming. But I can not re- 
frain from tendering to you the 
consolation that may be found in 
the thanks of the Republic they 
died to save. I pray that our 
Heavenly Father may assuage the 
anguish of your bereavement and 
leave you only the cherished mem- 
ory of the loved and lost, and the 
solemn pride that must be yours 
to have laid so costly a sacrifice 
upon the altar of freedom. 


His Majesty the Kaiser hears 
that you have sacrificed nine sons 
in defense of the Fatherland in the 
present war. His Majesty is im- 
mensely gratified at the fact, and 
in recognition is pleased to send 
you his photograph, with frame 
and autograph signature. 

[According to latest reports, the 
Kaiser has not yet sacrificed even 
one of his six sons “in defense of 
the Fatherland.” It is for him and 
not for themselves nor for the peo- 
ple that the German soldiers are 
fighting. These letters show a 
striking contrast between Kaiser 
and President, between Autocracy 
and Democracy, between the ideals 
of the Hun and the ideals of the 
American.] 


October 1, 1918 


NATIONAL SCHOOL SERVICE 


9 


BUILDING UP A WHEAT 
RESERVE 


Food Administration Asks Householders 
for Voluntary Compliance With 
New Saving Regulations 

When reports began to come in regarding 
the enormous wheat crop harvested in the 
country this year, many people jumped to 
the conclusion that, so far as wheat is con- 
cerned, there can be no further stringency, 
or need of conservation. They assumed, 
to put it slangily, that “the lid is off on 
wheat.” 

Now it is altogether true, according to 
the Food Administration, that our wheat 
crop this year has been such as to modify 
the necessity for the precise sort of wheat 
saving essential during last winter and 
spring. Then it was a case of taking wheat 
from the supply which we should normally 
be using ourselves and sending the grain 
thus saved to the Allies and our soldiers 
overseas. It was at best a problem of such 
difficulty and of such disastrous "possibili- 
ties in case of failure that all pains must 
be taken now' and henceforth to prevent 
its recurrence. Our present problem in re- 
gard to wheat, then, is to build up such 
a reserve stock, both in this country and 
abroad, that it will guard against even the 
most unexpected events or shortages. In 
other words, this nation must aim to put 
wheat on the same basis as munitions, in 
the sense of building up a surplus for use 
when it is most needed. 

America Shares With Allies 

For these reasons it is the duty and privi- 
lege of every patriotic American household 
to continue the efforts which will result in 
a wheat reserve for speeding the war to a 
successful conclusion. With this purpose in 
view the United States Food Administra- 
tion has outlined a wheat conservation pro- 
gram which, strictly observed, will lead to 
the saving of the quantity required. This 
program is worth careful consideration by 
the householder in every way which direct- 
ly effects his purchase and consumption of 
wheat. 

It has been agreed that the wheat bread 
of the Allies shall contain 20 per cent of 
other grains than wheat. Accordingly, it 
is only just that we in our turn should share 
in this saving and that our bread should 
contain at least no greater proportion of 
wheat than that eaten by those suffering 
the actual hardships of war. 

New Wheat Saving Program 

The well known 50-50 rule of last winter, 
by which the housekeeper was obliged to buy 
with wheat or its products an equal weight 
of some other cereal or cereals, has now- 
been removed. But in its place has come 
the ruling, no less important, that at the 
same time straight wheat flour is sold by 
retailers, other cereal flours must make up 
20 per cent of the total purchase. To il- 
lustrate, the person who buys four pounds 
of wheat flour must buy at the same time 
one pound of barley flour, corn meal, corn 
flour, or some other non-wheat flour. 

In some localities there are other substi- 
tutes which retailers may find it feasible 
to carry. Such are feterita flour and meals, 
(Continued on page 10) 


PRESIDENT WILSON ASKS SUPPORT FOR THE 
FOURTH LIBERTY LOAN— NO AMERICAN 
WILL BE DEAF TO THIS APPEAL 

THE WHITE HOUSE 

WASHINGTON 

7/^, dm 

Mi* 

«/ etnyiy ^ 

(A/7 /Tla-* c/t/7 fcrzt/r' C& — 

(MstsZs&AniTd ■ //umy 6(oa/r O? 

f7uu 4L rRs?' 60 Tu/7 Cuzn^' du7 S ^ 

MzVy tA*-~ 

c/htJPr 

fld’ZP — 

7 (H^f <^£=> 

tfus* arz^ Sesf y*- 

/o' cA77 



10 


NATIONAL SCHOOL SERVICE 


October 1, 1918 


JUNIOR RED CROSS PLANS 
PRACTICAL WORK 


Schools are Given Definite Opportunities 
for Helping the Government 

The classroom chapters of the Junior 
Red Cross should, by this time, have been 
organized for work. The program for the 
month of October is in two parts. 

First, the reading and discussion of 
Liberty Loan letters, which will be fur- 
nished through the National Red Cross. 
This work need not take any time from the 
regular school work, but should form a 
part of the practice in reading and in oral 
English. 

Second, the continuance of preparation 
for the Red Cross Bazaar, which each 
school is expected to hold in De- 
cember. This preparation may 
consist of plans for raising 
money, making useful articles 
that may be sold, or soliciting, 
from people in your community, 
gifts of similar articles. 

In schools that do not have vo- 
cational classes, the manual arts 
period may be utilized in making 
such things as calendars, placards, 
and other useful articles. 

The success of the work from 
month to month, as well as the 
success of the bazaar in Decem- 
ber, will depend on the interest 
and energy and resourcefulness 
of the teacher quite as much or 
more than on the enthusiasm and 
industry of the pupil. 

High schools and elementary 
.schools having vocational classes 
are called upon this fall to make 
under contract for the govern- 
ment 500 kitchen chests, J 200 bed- 
side tables, 300 bread boards, 200 
folding beds, 500 drafting boards, 
and 22,500 packages of splints. 

These must be finished by No- 
vember 16, as there is urgent need 
for all of these articles. If your 
school has facilities for doing the 
sort of work outlined above, and 
has not yet been called upon to 
assist, information as to the 
amount and kind of work that 
can be handled should at once 
be .sent, to your local Red G'ross 
headquarters. 

In the sewing classes in high 
schools and elementary schools, 
plans have been made in some 
sections of the country to have the Red 
Cross headquarters cut out and prepare 
the garments for the refugee children and 
others, fastening together the pieces for 
each garment. The girls during the sew- 
ing period or in volunteer groups after 
school, may make up the garments. 

Work for November 

Due to a ruling of the War Department 
to prevent congestion of the mails and dis- 
semination of information which might 
prove harmful, it is necessary to substitute 
“Our Red Cross” for “Letters to Men in 
Service” as the November feature of the 
special Junior Red Cross monthly program. 

The plan is to incorporate as much study 
and discussion of the Red Cross as pos- 


sible into the school work of November 
in preparation for the December feature, 
which will be assistance to the Red Cross 
Christmas membership drive through Jun- 
ior Four Minute contests. Printed sugges- 
tions as to how this may be done will be 
in the hands of every chapter school com- 
mittee as early in October as possible and 
distributed to teachers in school auxiliaries. 
Map work, charts and exercises will be sug- 
gested, bibliographies included, and con- 
crete information presented which will be 
helpful to teachers in making the great 
work of relief, rescue, and reconstruction 
vivid to the newly enlisted Junior Red 
Cross army. 

If each teacher has the local Junior Red 
Cross chapter organized at once, this work 
may be done effectively. 


NO PEACE SAVE THROUGH 
VICTORY 

The Stars and Stripes, the official news- 
paper of the American Expeditionary 
Forces in France, makes the following 
comment on the German- Austrian “peace 
offensive” : 

“Let the weak-hearted who are dreaming 
of a compromise; let the pacifists who are 
talking of peace by agreement; let the 
sideliners who have had enough of war; let 
the secretly inclined pro-Germans who 
think this war should end without a de- 
cision ; let them one and all know once 
and for all that for the A. E. F. there is 
no such w'ord as ‘peace’ with the Huns un- 
beaten. The man who talks peace to-day, 
except through victory, is a traitor.” 


BUILDING UP A WHEAT RESERVE 

(Continued from page 9) 
rice flour, oat flour, kaffir flour, milo flour, 
peanut flour, bean flour, potato flour, sweet 
potato flour, and buckwheat flour. Each 
of these may be sold on the same ratio of 
one pound to every four pounds of standard 
wheat flour. Rye flour may be sold as a 
substitute, but in the proportion of at least 
two pounds of rye to three pounds of wheat 
flour. 

Victory Mixed Flours 

The Food Administration relies upon the 
householders of the country to mix at least 
20 per cent of the substitute cereals into 
their wheat flour at home for all uses. But 
many people find such mixing both irk- 
some and inconvenient, and the manu- 
facturing and distributing trades 
of the country are encouraged 
by the Food Administration to 
place upon the market mixed 
flours complying with the policy 
of one pound of substitute to four 
pounds of wheat. These are to 
‘be called “Victory Mixed Flours,” 
and will be labeled in such a way 
as to show their ingredients. Of 
course, these “Victory Flours” 
may be sold without any other 
substitute, because they contain 
in themselves the 20 per cent sub- 
stitution. 

Such policies and rules ought 
to be lived up to scrupulously and 
loyally by both dealer and con- 
sumer. And, in addition to this, 
everyone should bear in mind that 
there must be no unnecessary 
waste or excessive use of wheat 
flour. It is still necessary to con- 
tinue the use of corn breads, for 
we must still save wheat. 

Save All Foods 

Moreover, this desire to avoid 
the unnecessary use of wheat must 
extend in spirit to apply to all 
sorts of food. Of course, the 
necessity for saving sugar is of 
the most extreme and vital impor- 
tance. That should never be 
lost sight of. But with all foods 
it is well to bear in mind the ne- 
cessity for eating no more than is 
necessary to sustain and nourish 
the body adequately. This is the 
hour for using only what is needed 
for ourselves, so that any possible 
surplus may be devoted to those 
who are in greater need than we. 


LIBERTY SINGS 

“Liberty Sings” originated in Philadel- 
phia, the home of the Liberty Bell. 

The object is to bring people of a com- 
munity or neighborhood together at some 
central point. Here an hour or so is spent 
in singing patriotic as well as popular and 
well known war songs. The music is fur- 
nished through the patriotic services of 
members of local bands and the “Sing” is 
conducted by experienced leaders who vol- 
unteer their services. 

Schools have already taken up the idea 
and are planning to have “Liberty Sings” 
every month during the winter. 




Octobf.r 1, 1913 


11 


NATIONAL SCHOOL SERVICE 


Rural Schools 


YEARLY LOCAL COMMUNITY 
COUNCILS 

The following program is planned for a 
local Community Council of Defense, but 
is applicable to any rural organization, 
such as a Grange, farmers’ club, commun- 
ity league, or social center. This program 
with such revisions as may become neces- 
sary will be carried through the year in 
the rural section of National School 
Service and definite suggestions and 
programs for each community meeting 
will be offered well in advance. Inexper- 
ienced teachers need not hesitate to start 
a community organization if they but have 
the will and leadership to make an initial 
effort. 

Develop Local Leadership 

In community work, as in class teaching, 
the teacher should remember that the best 
leader effaces himself and seeks to stim- 
ulate the initiative and growth of the 
people in the community. Experience 
shows also that the organization of farm- 
ers’ clubs or councils should be kept simple 
•and that meetings can be held every two 
weeks during the school year, but only 
once a month in the summer. The school 
house, Grange hall, church, or other public 
building makes a better center for regular 
meetings than the home, although the oc- 
casional meetings may be held in farm 
houses with profit and success. Officers 
should be limited to three — a chairman, 
vice chairman, and secretary-treasurer. 
Committees should be small, usually of 
three members, because it is difficult for 
country people to get together. In general 
the appointment of individual leaders, re- 
sponsible to the club for special topics or 
tasks, is preferable to committee work. 
This program implies the appointment of 
seven such leaders who are to make brief 
reports every meeting or so, distribute 
literature, and keep the club informed 
on the Government’s activities and re- 
quests for war service of the following 
kinds: food production, food conserva- 
tion, thrift and bonds, Red Cross work, 
fuel conservation, child welfare, and pat- 
riotism and Americanization. 

Program of Community Club 

September ( First Half ). — The teacher 
should visit people of the district, calling 
at every home if possible. 

Septevrber ( Second Half ). — Toward the 
end of the month hold a visiting day or 
parents’ meeting, with a simple exhibit and 
demonstration of regular school work. Al- 
so have a talk by the teacher on school 
needs and plans for the year, inviting the 
cooperation of the parents. 

October 11 or 12 .— To advance the sale 
of Liberty Bonds hold a Columbus Day and 
Liberty Loan rally. See suggestions in Na- 
tional School Service for September 15. 

October 25 or 30 . — Hold an organization 


meeting to start a local community council 
of defense. See National School Service 
tor September 15 and this number. 

November 15. — Organize a meeting to 
formulate a war-work program for the com- 
munity. 

November 27 or 29. — Plan a Thanksgiv- 
ing Program of a patriotic and religious 
nature to be furnished partly by adults and 
partly by school children. 

December 20. — The Red Cross will later 
provide instructions for a Christmas pro- 
gram and a Red Cross bazaar. 

January 17. — Two-part program: (a) 
Community Inventory or Survey (by 
adults) ; (b) Thrift Play — “Winning the 
War” (by children). 

Secure the play from the Waf Savings 
Committee, Treasury Department, Wash- 
ington, D. C. 

January 31. — Two-part program: (a) 
The Selection of a Community-Building 
Project for the Current Year; (b) Illus- 
trated War Lecture. 

Address the Pictures Division, Commit- 
tee on Public Information, Washington, 
D. C., for suggestions regarding the war 
lectures and slides. 

February 12 or 14. — Two-part program: 
(a) Program on the topic selected as the 
first community-building project for the 
year; such as road dragging, school im- 
provement, pure bred stock, or a coopera- 
tive laundry; (b) Lincoln Day program, 
given chiefly by children. 

February 28. — Discuss the organization 
and work of the county farm bureau and 
its relation to the local community council. 

March 14. — In cooperation with the Red 
Cross and other health agencies, hold a san- 
itation and health program dealing with 
“clean-up” plans for the community. 

March 28. — To consider community plans 
for war planting and increased production, 
plan a bumper crop program. 

April 11. — To enable the teacher and the 
children to report their club activities to 
adults and to procure help on future 
projects, hold a garden, and boys’ and girls’ 
club program. 

April 25. — To deal with home improve- 
ment, food conservation, child welfare, and 
woman’s part in community life, a farm 
women’s program should be held. 

May 9 . — Arrange a lecture on the war or 
on a farm topic by a speaker from the 
Agricultural college or from some state de- 
partment. 

May 23. — Plan a pageant on community 
war service and Red Cross activities in 
which the entire community, both children 
and adults, participate. 

June. — Arrange for a canning demonstra- 
tion and food conservation program. 

July. — Plan a better baby conference and 
clinic, to be held under the general direc- 
tion of the Children’s Bureau, Department 
of Labor, Washington, D. C. 

August. — Close the year’s activities w T ith 
a community picnic and recreation program. 


MAKE USE OF WAR STORIES 

The concrete story and picture are by 
far the best means of making war facts 
and information appeal to children. 
Country teachers will do well to realize 
this and make themselves as proficient as 
possible in collecting, judging, and telling 
war stories. Unfortunately war stories 
suited to children are as yet difficult to 
secure, but here and there very good ones 
may be found, and it behooves the teacher 
to be on the alert for these at all times. 

In rural schools be sure to use the tw T o 
stories included in this issue. The air- 
plane story on the first page is splendid 
for reading or telling in morning exercises 
and may be used to advantage later as a 
reading lesson for intermediate and upper 
grades. With its use have the children 
collect all the pictures, articles, and in- 
formation they can find on airplanes. 
“Bird Soldiers” in the Primary section is an 
admirable story for language and story- 
telling in the first four grades. 

t 

THE ALLIES’ FLOUR BARREL 

Build a flour barrel 40 million times as 
big as the grocer’s barrel. Now r , you 
can’t see to the top of it and you can’t 
w r alk around it, and you can’t even think 
about it. 

Well, it is just this big barrel that Uncle 
Sam has promised to fill for the Allies, 
and Uncle Sam never backs down. But 
w r hen your Uncle promised he counted on 
every nephew and niece in every corner 
of America to help him put the job over, 
for you see it is an All-American job and 
means team work. 

Can you stay on this job steadily until 
it is done? How much flour can you spare 
from your biscuit? Can you piece out 
with eornbread, potatoes, and rice and 
help fill the great All-American flour 
barrel? For big as that barrel is we can, 
if everybody helps, fill it from our wheat 
harvests and what you save. Uncle Sam 
is counting on YOU. 


PUBLICATIONS AND HELPS FOR 
WAR ACTIVITIES 

Rural teachers who are remote from 
libraries and other sources of information 
will find the following material of great 
help in the study and promotion of war 
activities. These publications are free un- 
less otherwise indicated: 

Food Guide for War Service at Home. 
Prepared under the direction of the United 
States Food Administration. Preface by- 
Herbert Hoover. Charles Scribner’s Sons, 
New York. Price 25 cents. Contains valu- 
able information for use in arithmetic, 
geography, and food lessons. 

Collected Materials for the Study of the 
War. By Albert S. McKinley. McKinley 
Publishing Company, 1621 Ranstead St., 
Philadelphia. Price 65 cents. Contains se- 
lections from President Wilson’s addresses, 
a topical outline of the w-ar, and twenty 
pages of war maps. 

Teachers’ Manual of the Red Cross. Na- 
tional Headquarters of the American Red 
Cross, Washington, D. C. 


12 


NATIONAL SCHOOL SERVICE 


October 1, 1918 


School Life. Bureau of Education, Wash- 
ington, D.C. A bulletin of school activi- 
ties issued fortnightly by the Bureau of 
Education. 

Education in Patriotism. Teachers’ Leaf- 
let No. 2, April, 1918. Bureau of Educa- 
tion, Washington, D.C. ' Lists the chief 
agencies engaged in promoting patriotic 
work in the schools. 

Government Policies Involving the 
Schools in War Time. Teachers’ Leaflet No. 
3, April, 1918. Bureau of Education, 
Washington, D.C. 

Problems on Thrift and War Savings 
Stamps. Secure from George D. Strayer, 
National War Savings Committee, Treasury 
Department, Washington, D.C. Available 
to county superintendents and rural super- 
visors who should have them duplicated for 
rural teachers. Contains problems for all 
grades. 

The Battle Line of Democracy. Prose 
and poetry of the world war. Price, 15 
cents. Committee on Public Information, 
Washington, D.C. 

The Study of the Great War. A topical 
outline with extensive quotations and read- 
ing references. By Samuel B. Harding. 
No. 116 War Information Series. Single 
copies free to teachers. Copies for class 
use, 5 cents each. Committee on Public 
information, Washington, D.C. 

War Cyclopedia. A handbook for Ready 
Reference on the great war. Committee 
on Public Information, Washington, D.C. 
Trice, 15 cents. 

Save 100,000 Babies; also The Children’s 
Year Working Program. Children’s Year 
Leaflets Nos. 1 and 3. Secure from the 
Children’s Bureau, United States Depart- 
ment of Labor, Washington, D.C. 

Community Council Material 

Mobilising the Bural Community. Bul- 
letin by E. L. Morgan, College of Agricul- 


AMERICA NEEDS THE HELP OF 
EVERY CHILD WITHIN 
ITS BORDERS 

The nation needs the help of every child. 
Even the littlest ones must be enlisted in 
their country’s service. War work has 
really motivated school work. While in 
some places the regular program may suf- 
fer, this is generally more than compensated 
for by what the children are learning 
through helping their country. Neverthe- 
less, war activities in the primary schools 
have brought many distracting interrup- 
tions. These may be reduced to a mini- 
mum if the teacher will organize her daily 
or weekly program with a determination to 
do all that the Government asks her to do, 
but to do it in such a way that a maximum 
of educational benefit results. Children 
should be made to feel that, necessary tasks 
imposed by war conditions offer opportu- 
nities to serve their country while doing 
well their regular work. 


lure, Amherst, Mass. A thoroughly sane, 
definite, and practical contribution on the 
organization and development of rural com- 
munity centers. Every rural teacher and 
leader should secure a copy. 

The Development of Community Coun- 
cils. Circulars 1 and 2. Council of Na- 
tional Defense, Washington, D.C. Gives 
definite, detailed directions for the or- 
ganization of community councils of de- 
fense. 

A Community Center: What It Is and 
Hoio to Organise It. By Henry E. Jack- 
son. Bui. 1918, No. 11. Bureau of Educa- 
tion, Washington, D.C. 

The Social Anatomy of the Agricultural 
Community. By C. F. Galpin. University 
of Wisconsin, Madison. 

Lessons on Community and National Life. 
Community Leaflets of the Bureau of Edu- 
cation. Series A, B, and C, for high 
schools, upper grades, and intermediate 
grades, respectively. Single copies, 5 cents 
each. Each complete series in pamphlet 
form, at 15 cents. Government Printing 
Office, Washington, D.C. 

Illustrated Lectures on War Topics. By 
George F. Zook, Pennsylvania State Col- 
lege. Each lecture is illustrated with from 
50 to 70 slides sold at 15 cents each. The 
Division of Pictures, Committee on Public 
Information, 10 Jackson Place, Washing- 
ton, D.C. 

Liberty Loan Material 

Fourth Liberty Loan. Bulletin No. 39, 
Division of Four Minute Men. Committee 
on Public Information, Washington, D.C. 

The Second Liberty Loan of 1917. A 
source book. Publicity Bureau, U. S. Treas- 
ury Department. 

Junior Four Minute Men War Savings 
Contest. Sehool Bulletins, Nos. 1, 2, and 3. 
Division of Four Minute Men. Committee 
on Public Information, Washington, D.C. 


PIGEONS IN WAR SERVICE 

Carrier pigeons have been used as dis- 
patch bearers in the present war. Thou- 
sands have been trained for service. 

At one point, twelve miles behind the 
French lines, sixty pigeons were housed in 
a London motor bus from Picadilly. The 
outside had been roofed to form a cage; 
The crew, consisting of a chauffeur, trainer, 
and orderly, slept inside. An opening at. 
the front was cleverly arranged to admit 
the birds when they returned from their 
flight. A board was deftly poised just in- 
side the opening so that when the bird 
stepped on it an electric, bell rang to let the 
men inside know that a bird had returned. 

The pigeons were taken out to the 
trenches in baskets to bring back messages 
in case wire communication should be cut 
by enemy fire. If not used in 24 hours, 
they were released anyway with some mes- 
sage to keep them in practice. As soon as 
a bird arrived, a man crept into the cage, 


caught it, read the message, wrote it down, 
and sent it by the orderly to the nearest 
signal corps station, where it was sent by 
wire to its destination. Birds were always 
sent in couples with the same message, so 
that if one happened to be killed there 
would still be a chance of the message 
arriving safely. 

bird soldiers 

Tinkle, tinkle went the tiny bell. It was 
attached to a board on the side of a pigeon 
house in Robert’s and Elizabeth’s back 
yard. The occupants of the pretty house 
were His Lordship and Her Ladyship and 
their six children. The little mother and 
father pigeons had been given to Robert 
and Elizabeth by their grandfather. They 
were homing pigeons of the finest stock. 

That morning the children’s father had 
taken the parent pigeons away in their 
basket and had set them free in different 
places with tiny messages attached to their 
legs. The children had been watching all day 
for their return. So, when they heard the 
tinkle, tinkle of the door bell of the pigeon 
house they ran quickly out into the yard. 

The pretty little pigeon house was all a- 
flutter with excitement as if the two re- 
turned travellers were telling their children 
all the news from the distant city. When 
Robert and his sister appeared His Lord- 
ship and Her Ladyship flew to them and 
perched on their shoulders, one on Robert’s, 
one on Elizabeth’s. 

“They are darlings!” cried Elizabeth. 

“Especially His Lordship!” said Robert. 

The children stood for a time playing 
with their pretty pets. Suddenly Robert 
became very thoughtful. 

“Sister,” he said, “Let’s enlist our 
pigeons in the war. You know Captain 
Reeves said the Government wanted young 
homers to train for the Army.” 

“Oh, Robert,” cried Elizabeth, “send our 
darlings away! How could we! Besides 
His Lordship and Her Ladyship would fly 
straight back home. I believe they would 
come clear across the ocean.” 

“Yes, I know*,, but their children 
wouldn’t. They would make great fliers 
and help win the war. Let’s do it, Eliza- 
beth. We’d be so proud of them!” 

They broke the news to His Lordship and 
Her Ladyship very tenderly, and it must be 
said that the little father and mother in 
their suits of soft blue feathers trimmed 
with white took the news like patriots. 

They decided to take their pets to the 
nearby camp where they often visited offi- 
cers they knew. The six young homers were 
placed in a roomy carrying-basket with 
plenty of food. 

“We must give them Canada peas,” said 
Elizabeth. 

“And corn, for variety,” said Robert. 

They carried the basket between them 
to the camp. Very soon the six young 
pigeon recruits were enlisted in their coun- 
try’s service. 

That evening the children’s father no- 
ticed how quiet they were. Mother knew T 
the reason and after Robert and Elizabeth 
had gone to bed she took their father out 
into the back yard and showed him the 
pigeon house. Over the top Robert had 
placed a rudely printed sign, “Liberty 
Loft.” And over one window Elizabeth had 
hung a little service flag with six blue 
stars. 


Primary Grades 


October 1, 1918 


NATIONAL SCHOOL SERVICE 


13 


LANGUAGE LESSON ON PIGEONS 

If possible have a homing pigeon in the 
classroom. Show pictures of pigeons and 
their houses. Let children tell where they 
have seen them. Describe them. Talk about 
the care of pigeons — what to feed them. 
Let children imitate the cooing sounds. Let 
children pretend they are a flock of pigeons, 
flying about the room. Sing “My Pigeon 
House” and play it. Tell about use of 
homers in the war. Explain how the metal 
ring is placed on the leg of young ones, 
and that they are known by the number on 
the ring. How the message is attached. 
Lot children cut pigeons and pigeon houses 
from paper. 


SOLDIERS 

Yes, you and you 
Are soldiers, too. 

Be brave and save 
With honest care. 

Yes, you can do 
And serve and dare 
For o'ur brave soldiers 
OVER THERE. 

— From John Martin’s Book. 


THRIFT IN THE SECOND GRADE 

Mary bought 2 Thrift stamps on Monday, 
3 on Tuesday, and 4 today. IIow many did 
she buy? 

If John saves 5 cents each day for 5 
days, how many Thrift stamps can he buy? 

Dorothy earned 16 cents helping mother. 
IIow much more must she earn to buy a 
Thrift stamp? 

COLLECTING FRUIT PITS AND 
NUTSHELLS 

Can’t you sec the little fellows trudging 
to school with their pockets bulging with 
fruit pits and nutshells? This is a golden 
opportunity for them to help. Be sure to 
give them the chance. First awaken their 
interest by showing them a picture of a gas 
mask. Explain its use. Give definite direc- 
tions as to what material to bring and when 
and where to bring it. 


COLUMBUS DAY EXERCISE 

Tell the story of the boyhood of Colum- 
bus with special reference to the country of 
his birth, Italy. Teach Italy as one of the 
Allied nations and one of our associates in 
the war. Have children recognize the Ital- 
ian flag. In relating the story of the coming 
of Columbus to America point out the debt 
we as Americans owe to the discoverer of 
our country. 

For schoolroom decorations on Columbus 
Day, October 12, the following are suggest- 
ed : American flags, Italian flags, black- 
board sketches, pictures of Columbus, and 
drawings or pictures of his queer old ships. 

This dramatic representation is also sug- 
gested: Columbus and his followers tak- 
ing possession of the new land. Indians 
hiding. Columbus kneels and kisses the 
ground. His men kneel. The Indians come 
forward and kneel at Columbus ’ feet. The 
exchange of gifts. The return to the ship. 
Indians go with him. 


WAR SERVICE AND THE SCHOOL 
PROGRAM 

1. Have a definite place on the program 
for Thrift stamp sale. 

2. Plan to use one or two language pe- 
riods a week to present war interests to 
children. 

3. Do as much individual teaching as pos- 
sible through correlation with handwork, 
arithmetic, seatwork, and written composi- 
tion. 

4. Have a definite place in schoolroom 
to which salvage such as tin foil, rubber, 
etc., may be brought. Systematize its col- 
lection. 

5. Make a collection of pictures to illus- 
trate lessons. Arrange them artistically at 
some place where children can look at them. 
Change them frequently. Let children make 
scrap books for use in free periods. 

35 

Hush, little Thrift Stamp, 

Don’t you cry. 

You’ll be a War Bond, 

By and by. 


SAVE PAPER— THE REASON WHY 

I. Your Government needs paper. 

II. To' waste paper is to waste fuel, for 
paper making uses fuel. 

III. To waste paper is to rob Uncle Sam 
of chemicals necessary in making munitions. 


IV. To waste paper means wasting of 
labor needed for other war work. 

V. Paper costs money. Save paper and 
you save money. Money buys Thrift stamps 
and Liberty bonds. 

THE SERVICE FLAG 

Show a service flag or draw one on the 
blackboard. IIow many have ever seen a 
flag like this? When? It is. called a serv- 
ice flag. How many stars are in the flag? 
What do the stars mean? How many have 
a service flag in your homes? Where have 
Daddy or Brother gone? Why are you 
proud of your service flag? 


WE’RE FIGHTING TO SAVE THE 
CHILDREN 

One day an English officer was strolling 
down “The Avenue” in Washington. Many 
times he was saluted by soldiers in Uncle 
Sam’s uniform. Presently a little boy and 
girl approached. Up went their hands in a 
quick and fine salute. And up went the 
officer’s hand in as fine a salute as he might 
give a general. 

“God bless their hearts!” he exclaimed. 
“I’d rather have that salute from those 
children than anything I know. We get 
heart hungry for kiddies. Lots of us have 
bairns of our own. Man we’d die for them ! 
Why, after all, we are dying for them!” 


Intermediate Grades 


HOW BELGIUM GOT INTO THE 
WAR 

Why do we speak of brave “little Bel- 
gium?” What did Belgium do that was 
brave? Why should not Belgium have let 
the German army pass through her coun- 
try if they promised to do it no harm? 
What has been the result to Belgium of 
her refusal? What difference in the war 
was made by Germany’s passing through 
in spite of her refusal? 

These questions will serve as leaders 
for a conversation lesson and discussion. 
With the questions before the pupils, refer 
them to sources of information, and post- 
pone discussion until time has been al- 
lowed to look up the facts. See War Cyclo- 
pedia, under Belgium, Neutralization of ; 
Belgium, Violation of; Belgium, Deporta- 
tions; Belgium, Estates Destroyed; Bel- 
gium, Economic Destruction; Scrap of 
Paper. See also The Study of the Great 
War, issued by the Committee on Public 
Information. Use other sources if avail- 
able. 

Was it a good thing for Germany that 
she violated her treaty, or broke her 
promise? Did she know the danger she 
was exposing herself to? Why did Ger- 
many insist on passing through Belgium? 
The answer that is likely to suggest itself 
to the pupils is that Belgium is between 


France and Germany, and therefore had 
to be crossed in passing from one to the 
other. 

Use a map to see if the German army 
had to cross Belgium in order to reach 
France. Since this is not the fact, can 
you suggest another reason why Germany 
insisted on crossing Belgium in spite of 
everything? A shorter route? Paris was 
the goal of the German army. Use the 
scale of miles and measure the distance 
straight from the Franco-German bound- 
ary to Paris. Measure the distance 
through Belgium to Paris. Which is 
shorter? 

What other reason might there be ? 
Note the surface of the country. For a 
clearer idea of the nature of the surface 
between France and Germany, examine 
the relief map in this issue and read 
the article which it accompanies. Here we 
find the reason which prompted Germany to 
break her treaty pledge, and to risk bring- 
ing England into the contest. Germany 
had need of ha§te. Russia was believed to 
be mobilizing. But distances are great in 
Russia, and transportation not of the best. 
If the German army could move quickly, 
France might be speedily brought to her 
knees, and the Germans might then turn 
to the advancing Russians. 

But no army could move quickly across 
those western scarps. Count them. Imag- 



14 


NATIONAL SCHOOL SERVICE 


October 1, 1918 


inc a German army entering France near 
Metz. No wonder these great scarps are 
called the natural defenses of Paris. To 
overcome them in a few days or weeks was 
impossible. There was only one level 
route, and that lay through Belgium. 

How Belgium Saved Europe 

Did the German army reach Paris? 
Why not? If Belgium had proved false to 
her treaty obligations and permitted the 
Germans to pass unopposed, France could 
hardly have gathered her army in time to 
stop the advancing enemy, and Paris 
would have fallen, according to Germany’s 
plan. But one after another of the forti- 
fied towns of Belgium blocked the way. 
Find on the map Liege, Brussels, Namur, 
Louvain. That way the Germans passed. 
They entered Belgium August 4, and oc- 
cupied Li6ge August 7. Three days had 
been consumed. They entered Brussels 
August 20 and Namur August 22, and 
burned Louvain August 26. But for the 
Belgian resistance, the march from the Ger- 
man frontier to the gap which the Oise 
river makes in one of the natural defenses, 
could have been made in six days. Find 
this gap. As it was, the French and British 
had time to gather their armies, which met 
the Germans at Mons-Charleroi, August 21. 
Find these two places. The French and 
British were not strong enough to stop the 
Germans entirely, but they checked them 
for a two days’ battle and then withdrew to 
the line of the river Marne. Here, Sep- 
tember 6-10, was fought the battle of the 
Marne, one of the decisive battles of his- 
tory, for the Germans were repulsed, and 
forced to withdraw to the Aisne. 

Maps Make War News Plain 

Why were the French able to stop the 
Germans at the Marne, but not able to 
break their line at the Aisne? Just as the 
cliffs that border the plateaus offered sharp 
resistance to a westward passing army, so 
the bed of these rivers checked one mov- 
ing north and south. For these rivers do 
not run through gradually sloping beds. 
They have cut down into the limestone 
rock natural trenches, from three to five 
hundred feet deep, at the base of which the 
river winds over a flat floor. Limestone 
and chalk have been quarried in large 
amounts from the cliffs on either side, 
leaving huge caverns in which many thou- 
sands of troops may be entrenched. 

Find La Fere, Laon, Rheims, Bpernay, 
Dczanue. These have all been mentioned 
in war dispatches, some of them frequently. 
They are not towns your geography tells 
much about. What made them scenes of 
battle? The map tells. The cliff that 
borders the plateau nearest to Paris is 
broken in several places. Rivers have cut 
through. If the Germans could get iuto 
these breaks or gaps, they could pass along 
the level river floor, protected on either 
side by steep, overhanging banks, and 
rapidly advance toward Paris. But France 
has always known this, and has built strong 
forts at every gap. Find other towns that 
guard the gateways through the scarps. 
Some of them are among the most strongly 
fortified cities in the world. 

This is only a small part of the share 
geography has had in this war. Be on the 
lookout for newspaper or magazine mate- 
rial that tells more. 


WHAT UNCLE SAM DOES WITH 
WAR SAVINGS STAMPS 

Ten Certificates, filled with twenty War 
Savings stamps each ($830) will feed an 
entire crew of a torpedo-boat destroyer 
while convoying to Europe a transport 
loaded with our boys. 

One Thrift stamp (25 cents) will pay for 
a soldier’s identification tag, which may 
save him from an unknown grave. Two 
Thrift stamps (50 cents) will buy a 
trench-digging tool which may save his life. 

One War Savings certificate filled with 
twenty stamps ($83) will feed an entire 
crew of one of our torpedo-boat destroyers 
on the day they catch a submarine. 

One War Savings stamp will feed a 
soldier or sailor for a week or buy gas for 
an hour ’s flight in an airplane. 

One certificate filled with twenty stamps 
($83) will pay for two depth bombs to 
sink a submarine. 

Four War Savings stamps will manu- 
facture a rifle for one of our boys. 

One War Savings stamp ($4.19) will 
buy 100 rifle bullets. 

Three War Savings stamps pay for an 
overcoat or a gas mask. 


OVER THE TOP SINGING 

9 I 

That’s the way our soldiers go into bat- 
tle, and they say nothing terrifies the Ger- 
mans more than these singing armies. A 
singing army cannot be beaten. That’s the 
way we are doing our part at home, heads 
high, brave hearts, all together. A singing 
nation cannot be beaten. Teach the boys 
and girls to sing the great national songs 
and favorite choruses that are carrying us 


THE WAR IN THE WEST AND ITS 
GEOGRAPHY 

Major Johnson’s article affords a good 
opportunity to show the pupils how the 
physical features of northwestern Europe 
determined the Germans to attack France 
through Belgium instead of directly over 
the Franco-German frontier; how the 
series of ridges along which the Germans 
attacked at Verdun aided the French in 
holding the Hun back; and how the eros- 
ion of the heights to a lower level a few 
miles to the southeast of Verdun, per- 
mitted the Germans to drive the French 
from the low ridges at that point. The 
enemy troops advanced in a long triangle 
to St. Mihiel shortly after the outbreak 
of the war. This salient has only within 
the past few weeks been restored to 
France through the splendid work of 
General Pershing and the American Army. 

Revive the Moulding Table 

The best way to teach the topography 
of the front and its relation to campaigns 
is through the use of the moulding table. 
The modeling of physical maps has un- 


over the top. They will be sure to like 
this round, to the tunc of “Are L on Sleep- 
ing, Brother John?” 

Are you saving, are you saving, 

Right along, right along? 

Saving stamps will help you 
Ring the bells for freedom, 

Ding, ding, dong, ding, ding, dong. 

You will find it, words and music, in 
“Four Minute Singing,” Bulletin No. 38, 
issued by the Committee on Public Infor- 
mation. “America, the Beautiful” is in it, 
too, and the new Dixie, and a dozen others 
you will want to sing. Send for a copy of 
the bulletin. 

GRACE AT TABLE 

Here we gather, dear All-Father, 

Round Thy table to be fed, 

’Tis Thy gift — our daily bread. 

As we gather to be fed 
Nations plead for daily bread — 
Fighting son and anguished mother, 
Orphaned children — all together 
Pray to Thee for daily bread. 

At Thy common table, Father, 

Ask we all for daily bread. 

God, All-Father, hear our prayer! 

Move our hearts and minds to share 
With Thy children at Thy table 
This Thy gift of daily bread — 

Sacred gift of daily bread! 

Lest they perish, swift and eager 
Share we now our daily bread. 

Give through us, O great All-Father, 
To Thy children, daily bread! 

— Sarah Louise Arnold. 


fortunately gone out of fashion in recent 
years, but here is a fine chance to revive 
it. Each pupil should have a board or 
heavy piece of pasteboard. Draw the out- 
line of the region first, then, using the 
map showing the physical features of 
northern France, build up the relief map. 

The material used should be either clay 
or papier-mache. Wet sand will not hold 
together after it dries, and there will not 
be time to make a new map every time it 
is needed. Flour and salt make a good com- 
bination, but should not be used in view 
of the food shortage. 

The map should clearly show the series 
of five gentle slopes, rising in succession 
toward the east of Paris, each dropping 
suddenly, leaving a high cliff or escarp- 
ment, up which the Huns would have had 
to force their way if they had come di- 
rectly over the frontier. 

The deep steep sided trenches cut 
through the plateau by the east and west 
flowing rivers should be plainly shown. 
These afford a successive series of de- 
fenses against an army advancing either 
from the north or from the south. 


Upper Grades“ d Hijfh School 


October 1, 1918 


NATIONAL SCHOOL SERVICE 


15 


Finally, the broad, level plain of north- 
western Belgium and France should show 
the opportunity for the invasion of France 
that was afforded to the Germans. This 
opportunity they took, although it in- 
volved a journey of about 250 miles as 
against only 170 miles if they had invaded 
France directly, and although it also in- 
volved the ruthless breaking by them of a 
sacred treaty obligation and so dishonored 
their country forever in the eyes of the 
world. 

The use of these relief maps will enable 
the students to see much more clearly than 
in any other way, not only the progress 
of military movements, but also the dif- 
ficulties or advantages of surface struc- 
ture that may affect the progress of the 
American and Allied Armies in driving 
back the Hun. By its use it will be easy 
to explain why some military advances 
are rapid and why some are slow. Indeed, 
as the Germans are pushed back toward 
the Rhine, the pupils by reference to re- 
lief maps may, perhaps, be able to predict 
certain phases of the movement. 

The War Map 

Be sure that the boys and girls keep 
up the study of the map, with each issue 
of National School Service. Have them 
copy the map and use the copy as a basis on 
which to record the daily advances of the 
succeeding two weeks. 

It would also be a good plan to have a 
map of Western Europe drawn to ap- 
proximately the same scale as the map of 
the battle front. On this there would be 
indicated the location of the battle front 
with respect to the whole of France and 
Belgium. The rapidly decreasing amount 
of territory still held by the Germans as 
compared with the rest of France could 
also be shown. 


WHAT’S AN AEROPLANE ? 

Here’s the answer, published in the 
American Boy. That is, it tells what ma- 
terials are necessary for a single aeroplane 
of the simpler type, not counting any 
of the materials necessary for the engine: 


Nails 

.4326 


Screws 

.3377 


Steel stampings 

, 921 


Forgings 

798 


Turnbuckles 

. 276 


Veneer 

57 

sq. ft. 

Wire 

.3262 

ft. 

Varnish 

11 

gallons 

Dope, or waterproofing. 

. 59 

gallons 

Aluminum 

. 65 

pounds 

Rubber 

34 

ft. 

Linen 

, 201 

sq. yds. 

Spruce 

244 

ft. 

Pine 

. 58 

ft. 

Ash 

31 

ft. 

Hickory 

IV* ft. 


The figures are from the Aviation Section 
of the Signal Corps. 


— ^ 

It is heresy to say that Germany cannot 
be beaten. Germany can be beaten. Ger- 
many must be beaten. Germany will be 
beaten . — General John J. Pershing. 


THE HISTORY OF THE WAR IN 
HIGH SCHOOLS 

The week of October 13 should bring us 
to the story of Germany as part of the pre- 
liminary history of the war. The previous 
week should have covered the Balkan sit- 
uation in general, and, in particular, the 
wars of 1912 and 1913. It is important 
that the following facts should be empha- 
sized: (1) the winning by the Balkan states, 
including Greece, of their independence from 
Turkey through a series of revolutions be- 
ginning about one hundred years ago; (2) 
the mixture of races in the region, leading 
to strong national feeling and equally 
strong international jealousies; (3) the 
rivalry between Russia and Austria for 
control over the Balkans; (4) the Pan- 
Slavic Movement, and the opposition to it 
by the Central Powers, and especially by 
Austria. 

In discussing the two Balkan wars, it 
should be noted that the defeat of Bulgaria 
in the Second Balkan War, resulting in the 
loss of much territory, was an important 
cause for her entering the present war on 
the side of the Central Powers. Perhaps 
it would be better to say, on the side of 
whoever was fighting Serbia, Roumania, and 
Greece. It should also be pointed out that, 
in the first war, Germany had supported 
Turkey, w'hile in the second, both Ger- 
many and Austria encouraged Bulgaria in 


WHY WE WENT TO 
WAR 

To keep America free. 

To help the rest of the world, 
which was attacked by Ger- 
many for the sake of profit 
and power. 

To stop Germany from kill- 
ing American women and chil- 
dren on the open ocean. 

To stop Germany from stir- 
ring up war between this coun- 
try and Mexico and Japan. 

To stop Germany from burn- 
ing buildings, blowing up fac- 
tories and killing workmen in 
this country. 

To keep honor and fair play 
alive among nations, so that 
the weak nation may live with- 
out hurt from the strong and 
that the word of a nation shall 
be sacred and not, as Germany 
declares, a mere scrap of 
paper. 

To keep the laws of God and 
man alive in the world, so 
that Germans like other people 
shall see that the duty of a 
man to all mankind is greater 
than his duty to the German 
state; so that Germans like 
other people shall see that 
might does not make right. 

The Council of National 
Defense. 


her attitude toward her neighbors. But 
Turkey and Bulgaria were defeated and the 
Central Powers had lost much prestige in 
Europe and particularly in the Balkans. 
They were quite certain to take steps to 
recover this lost prestige at the earliest 
opportunity. 

The story of Germany may be divided 
into two parts. The first might cover an 
outline of German history down to the 
Franeo-Prussian War; the second, the his- 
tory and government of the German Em- 
pire and Prussia from 1870 to the present. 

A most satisfactory outline for this pe- 
riod may be found in “The Study of the 
Great War” pages 13-16. 

^ 

ATHLETICS DURING THE WAR 

High Schools as well as colleges will be 
interested in learning the attitude of the 
War Department toward the question of 
athletics. 

In a letter to institutions having Student 
Army Training Corps units, the Committee 
on Education and Special Training states 
that it will be the policy of the committee 
strongly to encourage athletic sports with- 
in the institution, as well as among neigh- 
boring institutions in cases when the dis- 
tances are so short as not to interfere with 
the weekly schedules of academic and mili- 
tary training. 

On the other hand, the Department offi- 
cials feel that the specialized training and 
extended trips involved in athletic sports 
as formerly conducted are inconsistent with 
the soldiers’ program of drill and study. 


QUESTIONS ON WAR GEOGRAPHY 

Paris is said to have eight natural de- 
fences. How many of them can you find? 

What is meant by the Paris basin? 

Which do you think would be easier, for 
the French to push the Germans toward 
the east, parallel with the trenches of the 
Marne, the Aisne, and the Moselle; or to 
push them northward across the deep 
trenches made by these rivers? 

From a study of the map, try to deter- 
mine what would be the best route for the 
American Army to take into Germany, in 
the region near Metz. 

& 

USE VICTORY FLOUR 

It is still necessary to save wheat. The 
Allies are going to use 20 per cent of sub- 
stitutes in their bread and the United 
States Food Administration asks us to do 
the same. 

In order that the mixed flour may be 
easily obtained with the proper percent- 
ages, the Food Administration has ar- 
ranged for the manufacture and distribu- 
tion of a flour known as “Victory Mixed 
Flour” which will be composed of wheat 
and other flours in accordance with the 
international agreement. 

Tell the boys and girls about it, and 
tell them to ask their mothers to order 
Victory Mixed Flour. 

In the domestic science classes in high 
schools and elementary schools, every re- 
cipe in -which flour is used should provide 
for the use of Victory Mixed Flour. 


16 


NATIONAL SCHOOL SERVICE 


October 1, 1918 


THE BATAVIA, ILLINOIS, PLAN OF 
WAR ACTIVITIES 

Superintendent H. C. Storm, of Batavia, 
Illinois, has organized his teaching force 
into committees, each concerned with a 
special phase of war activity, as follows: 
Red Cross, "war finances, food conserva- 
tion, war information, correlation of war 
with studies, and a “new w T ays” committee. 
The Red Cross committee attempts to have 
each classroom specialize on one thing at 
a time. The war finances committee ad- 
vertises the Loan, promotes purchase of 
savings stamps, and plans entertainments 
for the Red Cross. The war information 
committee picks out and recommends the 
best books and magazine articles for 
school use, listing by grades those ap- 
propriate for children and high school 
students. The correlation committee seeks 
ways of using war material to help the 
work in history, geography, arithmetic, 
and composition. The food conservation 
committee collects and organizes informa- 
tion on food conservation suitable for 
school instruction. The new ways com- 
mittee has the most responsible task of 
all. It seeks to discover what new activi- 
ties the school can and should undertake. 
Suggestions are constantly appearing from 
many sources. The committee is expected 
not only to recommend practicable plans, 
but to report against those which will 
interfere with the schools’ regular func- 
tions, directing these toward other local 
organization^. 

WAR LECTURES AND LANTERN 
SLIDES 

Within a year and a half America has 
created an enormous army and has trans- 
ported a large number of men to the bat- 
tlefront in France. The undertaking was 
a tremendous one and the progress which 
has been made fills every loyal American 
with pride. How has this great war work 
been accomplished? The war lectures aud 
lantern slides prepared by the Committee 
on Public Information tell and vividly il- 
lustrate the story. Eight series of . lantern 
slides, each accompanied by a printed lec- 
ture, are ready for distribution. 

The Call to Arms alludes briefly to the 
causes for America’s entry into the war 
and illustrates the transformation, in our 
cantonments, of America’s peace loving 
young manhood into a huge army of effi- 
cient fighting men. In Trenches and 
Trench Warfare, one gets a view of build- 
ing trenches; the means of communication 
used in them; the implements of trench war- 
fare — hand grenades, rifle grenades, gas 
and gas masks, liquid fire, and trench 
mortars. 

Airplanes and How They Are Made il- 
lustrates types of airplanes, the making of 
the various parts, and the progress of the 
Government in this branch of the service. 
The training of aviators and the experi- 
ences they have on the battlefront are treat- 
ed in the lecture, Flying for America. 

Our soldiers could not be transported to 
France without ships. The story of the 
way in which the Government has met this 
transportation problem is told in Building 
a. Bridge of Ships. This lecture also con- 
tains a description of the building of 
wooden, steel, aud concrete ships. 


$6,000,000,000 

This is the amount called for 
in the Fourth Liberty Loan. 

It is the largest single amount 
ever requested by any Govern- 
ment for any purpose. 

It is asked for the largest and 
noblest purpose that ever engaged 
the energies and aspirations of a 
great Nation. 

Six billion dollars is a huge 
sum — but it is paltry when com- 
pared with the human value of 
the ideals that are at stake. 

The sum asked for will be 
raised — and as much more as 
may be needed to crown with en- 
during victory the cause of Free- 
dom and Democracy. 


The American Navy is the story of the 
expansion of our naval personnel, in seven- 
teen months, from 82,000 men to approxi- 
mately 600,000 men, with illustrations of 
the types of war vessels, including subma- 
rines and submarine activities. 

The Navy at Work describes the meas- 
ures which have been taken in conjunction 
with the Allied fleets to remove the sub- 
marine menace and to guard our troop 
ships safely across the ocean. The series 
of lectures ends with Transporting the 
Army to France, which tells the story of 
the sending of 1,700,000 American soldiers 
across the submarine-infested ocean with a 
loss of fewer than 300 men. 

These lectures have been prepared for 
use in the schools. Superintendents and 
teachers will find them just what they need 
to give their pupils an intelligent concep- 
tion of the way in which America has pre- 
pared for the greatest war in history. 


1. The Call to Arms, with 58 slides, 

price $8.70 

2. Trenches and Trench Warfare, 

with 73 slides 10.05 

3. Airplanes and IIow They Are 

Made, with 61 slides 9.15 

4. Flying for America, with 54 

slides, price 8.10 

5. Building a Bridge of Ships, with 

63 slides 9.45 

6 . The American Navy, with 51 

slides, price 7.65 

7. The Navy at Work, with 36 

slides, price 5.40 

S. Transporting the Army to France 
with 63 slides 9.45 


Address all requests for lectures and 
slides and make all money orders payable 
to the Department of Slides, Committee 
on Public Information, Washington, D. C. 
Request for further information concerning 
the lectures and slides should be directed to 
the Division of Civic and Educational Pub- 
lications, Washington, D. C. 

If the Government is to raise six billion 
dollars, what is your share? The soldiers 
you know are counting on you. 


CHILDREN OF SCOTLAND THANK 
AMERICA 

When you ate eornbread once or twice a 
day or did without wheat bread altogether 
during the spring and summer you often 
wondered no doubt if it counted. The other 
day there came to the Food Administration 
some little notes from boys and girls in 
Scotland. They wrote to “render thanks,” 
as they said, for the help America has given 
in the war. 

William Falconer writes: “We, the chil- 
dren of Scotland, beg to thank the people of 
America for becoming an ally of Great 
Britain. If your ships did not bring us 
supplies of food we would be ere now starv- 
ing. Although most kinds of foodstuffs 
are rationed, we still get plenty to keep us 
fit and healthy. We praise your brave 
sailors for defying the danger of enemy 
submarines, to bring us wheat, sugar and 
suchlike foodstuffs, which we cannot pro- 
duce.” 

Another little boy, of Aberdeen, says: 
“Much of our food has been rationed and 
yet we cannot grumble, for we still re- 
ceive the necessaries of life The 

men of America, and the nurses are always 
cheery and bright, and we are charmed 
to see them in our city.” 

These letters tell you that your economy 
did count. We know that it must go right 
on if these Scotch girls and boys and all 
the other girls and boys among the Allies 
are to be fed. This letter from Stoneyburn 
tells how even the rations give out ahead of 
time: "I miss all my puddings and nice 
sweetmeats, but we can live without them 
and I will economize as much as possible. 
When Saturday or Sunday comes, our sugar, 
butter, and jam are finished and we must 
wait till Monday before we can receive our 
rations. It is a hard time, but if we mean 
to win this war we must take what comes, 
as long as it helps to shorten the war.” 


All of the dollars in the world cannot 
buy victory. Victory is not purchasable — 
we must work for it, and if need be, die for 
it. Dollars can work for victory only in 
so far as they are converted into labor 
and materials. 



WAR SAVINGS LIMIT LIFTED 

The sales of War Savings stamps will 
continue during the year 1919, according to 
an announcement made by the Treasury De- 
partment. Every teacher and other War 
Savings worker will be interested in the fol- 
lowing statement made in a recent letter by 
Secretary McAdoo to the Chairman of the 
ways and means committee of the House: 

The time has come to make provision 
for the sale of War Savings certifi- 
cates in 1919. The limit of $1000 on 
the amount which may be sold by any 
one person should be made to apply 
separately to the series which will be 
issued in 1919, so that one holder may 
own $1000 of that series in addition to 
$1000 of the series of 1918. At the 
same time the limit of $ 2 , 000 , 000,000 
now imposed on the aggregate amount 
of the issue should be enlarged, or, 
better, removed. 



NATI O NAL 

School Service 

PUBLISHED BY THE COMMITTEE ON PUBLIC INFORMATION 

Volume I WASHINGTON, D.C., OCTOBER 15, 1918 Number 4 


POISON GAS A GERMAN 
WEAPON 


Methods of Using “Mustard” and Other 

Poisonous Gases — Masks and Respir- 
ators Protect Our Soldiers 

During the engagement near Ypres on 
April 22, 1915, the German army intro- 
duced the use of poisonous or asphyxiat- 
ing gases. This has well been described 
as a method of warfare up to this time 
never employed by nations sufficiently 
civilized to consider themselves bound by 
international agreements. 

Germans Use Poison Gas at Ypres 

The Germans installed in their trenches 
large cylinders filled with compressed 
chlorine gas from which bent tubes ex- 
tended over the parapets. A light wind 
was blowing toward the Allies. The 
valves were opened, and the cloud of 
stifling gas rolled- on. The Germans 
claimed 6,000 dead, and as many more 
prisoners, as a result of this attack. For 
this method of warfare, -which was ex- 
pressly forbidden by The Hague Regu- 
lations, which regulations were assented 
to by the Germans, the British were en- 
tirely unprepared. A week earlier the 
Germans had announced that the British 
were using asphyxiating gases, but this 
was merely the usual German falsehood, 
designed to give the appearance of retalia- 
tion to their own breach of international 
law. 

In self-defense the Allies were com- 
pelled to use the new weapon, and the use 
of gas soon became general. The Turks, 
however, have made no use of either 


poisonous gases or liquid fire in Palestine 
and Mesopotamia; hence the British like- 
wise, in those regions, have refrained from 
the use of such weapons. 

Twenty Kinds of Poison Gases 
Poison gases which affect the lungs, 
corrosive liquids like bromin, tear gases, 
sneeze gases, altogether twenty different 
gases and liquids, have been used by the 
Germans. Gas is now used in different 
ways. The gas cloud, as first employed 



Men and Horses Masked in Fighting Zone 


by the Germans, is stiil resorted to; but 
the explosive gas shell used in bombard- 
ment, the aerial bomb, and the hand gren- 
ade, are more commonly used. Gas so 
used is generally in liquid form, but evap- 
orates rapidly when exposed to the air. 

Deadly “Mustard” Gas 
Within the last year much has been heard 
of “mustard” gas. This was employed by 
the Germans late in 1917, but they first 
(Continued on page 2) 


CONTROLLING SPANISH 
INFLUENZA 


The Public Health Service Sends Special 
Message to the Teachers of 
America 

The present nation-wide interest in the 
spread of “Spanish” influenza offers an ex- 
ceptional opportunity to teachers to bring 
home to their pupils a realization of the 
way in which many diseases are spread; 
namely, through the inhalation of tiny drop- 
lets of germ-laden mucus sprayed into the 
air by careless or ignorant persons who 
cough or sneeze without covering the mouth 
with a handkerchief. 

This is the ordinary way in which tuber- 
culosis, scarlet fever, diphtheria, measles, 
bronchitis, pneumonia, whooping cough, 
and common colds are spread from persou 
to person. No other single measure will 
help so much- to reduce the prevalence 
of sickness among school children as the 
inculcation of good hygienic habits along 
these lines. 

What Is Spanish Influenza? 

The disease called “Spanish” influenza 
resembles a very contagious kind of cold 
accompanied by fever, pains in the head, 
eyes, ears, back, or other parts of the body, 
and a feeling of severe sickness. In most 
of the cases the symptoms disappear after 
three or four days, the patient then rapidly 
recovering; some of the patients, however, 
develop pneumonia, or inflammation of the 
ear, or meningitis, and some of these com- 
plications result fatally. Whether this so- 
called “Spanish” influenza is identical with 
(Continued on page 2) 



The School Children of Rheims Have Had to be Protected Against German Frightfulness 

A’* itl 




2 


NATIONAL SCHOOL SERVICE 




October 15, 1918 




contact. A soldier walking along a trench 
which has had a sprinkling of it rubs his 
shoulder against the side of the trench, 
and a tiny drop gets on his coat. It looks 
like a drop of oil. It soon penetrates the 
cloth to the flesh, but at first only causes 
a slight smarting. It is not until hours 
afterwards that the full effects are ap- 
parent. Then the flesh becomes puffy and 
red; the tissue swells enormously. The 
effect is similar to a very deep burn. 

Defenses Against Gas 
Generally speaking, adequate defense 
against “gassing” is provided by the gas 
mask and respirator, one or both of which 


likely to penetra^b uie clothes. The chem- 
ical study of the constituents of masks 
taken with enemy prisoners is an import- 
ant part of the scientific work in gas war- 
fare. 

Even Animals Masked 

Soldiers and draft animals working near 
the front line are constantly provided 
with masks, which are inspected regularly ; 
and every soldier is thoroughly drilled in 
the adjustment of his gas mask and trained 
in gas defense before he enters the zone of 
fire. So effective are these protective meas- 
ures that cases of gas poisoning among the 
Allies and Americans are becoming com- 
paratively rare. 


POISON GAS A GERMAN WEAPON 

(Continued from page 1) 

used it in large quantities and effectively 
in the drive beginning March 21, 1918. 

Mustard gas, the deadliest instrument 
of warfare yet devised, is not a gas, but 
an amber fluid of a faint, sweetish, not 
unpleasant odor. It is no more volatile 
than turpentine. It kills by inhalation 
and maims or blinds by contact. When 
an official British statement in April, 1918, 
contained a line that Armentieres was 
“full of gas” and that neither side could 
enter there, it meant that Armentieres was 
full of mustard gas. The gutters ran with 
the reddish-brown liquid. Phosgene and 
other poisons evaporate so readily that 
they do not make any spot untenable for 
more than a few 
hours, but “mustard” 
lingers from two to 
four days, depending 
on weather condi- 
tions. British “Tom- 
mies” gave this gas 
its name. 

No mustard enters 
into its composition, 
but a drop of it on a 
soldier’s sleeve pene- 
trates to the skin, 
and after some hours 
blisters like mustard. 

It is the more dan- 
gerous since the odor 
is neither pro- 
nounced nor unpleas- 
ant. The vapors 
from the liquid can 
be inhaled without 
any immediate dis- 
comfort. The later 
effect has been called 
“chemical pneu- 
monia.” The symp- 
toms are similar — high fever, stertorous 
breathing, and sometimes stupor. Autop- 
sies have shown that the effect of the gas on 
the lungs has been such that the tissues 
break down like wet paper. 

Another danger of mustard gas is from 


Americans in France Throwing Hand Grenades Before Gas Clouds Arrive 


form part of the equipment of all troops 
in active service. The usual form of 
mask is a bag worn over the head and 
impregnated with chemicals, or a box 
slung on the chest, with nosepiece, breath- 


American Soldiers in First-line Trenches in Lorraine Sector 

ing tube, and goggles attached. As 
further protection, special underwear, 
chemically treated to resist poisonous 
gases, is now supplied to American troops, 
and a neutralizing ointment is furnished 
to rub on the body where mustard gas is 


CONTROLLING SPANISH 
INFLUENZA 

(Continued from page 1) 

the epidemics of earlier years is not yet 
known. 

Epidemics of in- 
fluenza have visited 
this country since 
1647. It is interest- 
ing to know that this 
first epidemie was 
brought here from 
Valencia, Spain. In 
1889 and 1890 an 
epidemic of influ- 
enza, starting some- 
where in the Orient, 
spread over prac- 
tically the entire 
civilized world. 


How Recognized 

There is as yet no 
certain way in which 
a single case of 
“Spanish” influenza 
can be recognized. 
On the other hand, 
recognition is easy 
where there is a 
group of cases. In 
contrast to the outbreaks of ordinary 
coughs and colds, which usually occur in 
the cold months, epidemics of influenza 
may occur at any season of the year. Thus 
the present epidemic raged most intensely 
in Europe in May, June, and July. More- 


~ < 0 ? 

J919 



October 15, 1918 


NATIONAL SCHOOL SERVICE 


3 


over, in the ease of ordinary colds, the 
general symptoms (fever, pain, depression) 
are by no means so severe or so sudden in 
their onset as they are in influenza. Fin- 
ally, ordinary colds do not spread through 
the community so rapidly or so extensively. 

In most cases a person taken sick with 
influenza feels sick rather suddenly. He 
feels weak, has pains in the eyes, ears, head, 
or back, and may be sore all over. Many 
patients feel dizzy, some vomit. Most of 
the patients complain of feeling chilly, and 
with this comes a fever in which the tem- 
perature rises to from 100 to 104. In most 
cases the pulse remains relatively slow'. 

What Should Be Done 

It is very important that every person 
who becomes sick with influenza should go 
home at once and go to bed. If there is 
cough and sputum or running of the eyes 
and nose, care should be taken that all such 
discharges be collected on bits of gauze 
or rag or paper napkins and burned. If 
the patient complains of fever and head- 
ache, he should be given water to drink, 
as cold compress to the forehead, and a 
light sjjonge. Only such medicine should 
be given as is prescribed by the doctor. 
It is w'cll known that an attack of measles 
or scarlet fever or smallpox usually pro- 
tects a person against another attack of 
the same disease. This appears not to be 
true of “Spanish” influenza. 

Guard Against Influenza 

In guarding against disease of all kinds, 
it is important that the body be kept 
strong and able to fight off disease germs. 
This can be done by having a proper pro- 
portion of work, play, and rest ; by keeping 
the body well clothed; and by eating suffi- 
cient, w'holesome, and properly selected 
food. In connection with diet, it is w T ell 
to remember that milk is one of the best 
foods obtainable for adults as w'ell as for 
children. The value of fresh air and of 
open windows can not be over emphasized. 
One should spend some time out of doors 
each day, walk to work if practicable. 

“Cover up each cough and sneeze. 

If you don’t you’ll spread disease.” 


GUARD AGAINST 
INFLUENZA 

Influenza is spread by drop- 
lets sprayed from the nose and 
throat. 

Cover each cough and sneeze 
with handkerchief. 

Avoid crowds. 

Get plenty of fresh air. 

Do not spit on the floor or 
on the sidewalk. 

Do not use common drink- 
ing cups and common towels. 

Avoid excessive fatigue. 

If taken ill, go to bed and 
send for a doctor. 

Walk to work, if possible. 

These rules apply also to 
colds, bronchitis, pneumonia, 
and tuberculosis. 


GERMAN EMPIRE MEETS 
REVERSES ON ALL 
FRONTS 


Peace Proposal of Imperial Germany Calls 
Forth Pointed Inquiries From 
President Wilson 

Bulgaria, the last of Germany’s minions 
to enter the Quadruple Alliance, is the first 
to leave it. The rapid advance of the al- 
lied army, which effected the capture of 
Prilep on September 23 and of Veles and 
Ishtib three days later, completely cut the 
Bulgarian army in tw'o, leaving one part 
to retreat through Serbia and the other 
toward Sofia. The invasion of Bulgaria 
itself w r as threatened both by the victorious 


Serbian army from the west and by the 
British troops in the region of Lake Doiran. 
Realizing that the army was defeated be- 
yond recovery and that the internal situa- 
tion was extremely threatening, the Bul- 
garian Premier, M. Malinoff, on Septem- 
ber 27, proposed an armistice. 

Terms of Bulgarian Armistice 

Tw'o days later at Saloniki, the Bulgarian 
representatives accepted the demands of the 
allied governments to evacuate all Greek 
and Serbian territory; to demobilize their 
army; to surrender all means of transporta- 
tion, including boats on the Danube River ; 
and to concede to the Allies free passage 
through Bulgaria for military operations. 
The agreement was purely military and the 
ultimate disposition of territory was left 
to the general peace conference at the close 
of the war. A few days after the armistice 
was signed. Czar Ferdinand abdicated in 
favor of his son, Boris. 

Serbians to Recover Country 

On account of the withdrawal of the Bul- 
garian troops from Serbian soil, the Aus- 
trians have already been compelled to be- 
gin the evacuation of Albania in order to 


meet the allied armies which have captured 
Uskup and Vranje and are pushing stead- 
ily northward in the direction of Nish. 
Indeed the entire recovery of their country 
seems now well within the reach of the 
gallant Serbian army. 

From the international standpoint, also, 
Bulgaria’s action is of great importance. 
If communications can be established with 
Roumania, the possibility of that country’s 
reentry into the war is suggested. Certain 
it is that Germany’s dream of a Berlin to 
Bagdad railway has disappeared almost 
overnight. Furthermore, unless the Ger- 
mans succeed in retaining the entire rail- 
road through Bulgaria to Constantinople 
or unless they keep complete possession of 
the Danube River, neither of which seems 
probable, Turkey will be completely cut 


off from Germany and will be open to the 
attack of the Allies from all sides. “We 
will soon direct our blow at Constantinople, 
and the vanquished Turk will be thrown 
once and for all into Asia,” recently de- 
clared General Franchet d’Esperey, allied 
commander-in-chief in Macedonia. 

Brilliant Campaign Against Turkey 

The attack against the Turkish position 
begun by General Allenby on September 
19, has been the most disastrous to the 
enemy of any in the great war. The Turk- 
ish army has been everywhere overwhelmed. 
The British and French troops rapidly 
pushed their way northward through the 
historic towns of Haifa and Acre on the 
Mediterranean Sea, and through Nazareth 
and Armageddon in the interior, until on 
October 1 they surrounded and captured 
the city of Damascus and took 7000 pris- 
oners. Thus within a fortnight the allied 
troops have effected an advance of 175 
miles from their former line north of Jeru- 
salem and the remnants of the Turkish 
army are in full flight northward. The 
number of Turkish prisoners taken by the 
allied army exceeds 71,000 not including 
8000 reported to have been captured by the 



•RAWM IN MAP DEPARTMENT. NAT 10 HAL GEOGRAPHIC SOCIETY. WASHINGTON. D. C. 

Map Showing Allied Progress on Macedonian Front from July 6 to September 30 


4 


NATIONAL SCHOOL SERVICE 


October 15, 1918 


Arabs east of the Jordan. The casualties 
of the allied army are said to be less than 
one tenth of this number. 

Turkey’s Surrender Probable 

By this short but remarkable campaign, 
the capture of Beirut, the important sea- 
port terminus of the railroad line from 
Damascus, became an immediate possi- 
bility. Indeed the great railway objective 
of Aleppo, lying 250 miles further to the 
north, may fall to the Allies before Christ- 
mas. To be sure the intervening territory 
is rough and difficult of access, but the 
Turks have been so badly beaten that they 
will probably be unable to reform a line 
of defense. Now that the Turks can ex- 
pect no further assistance from Germany 
because of Bulgaria’s defection, and be- 
cause the city of Constantinople itself is 
open to attack from the Bulgarian frontier, 
it is very likely that the Turks will see fit 
to follow Bulgaria’s action and surrender 
unconditionally. 

Fierce Struggles on Western Front 

On the western front the greatest battle 
of the war has been raging with increas- 
ing fury from the Belgian coast to Ver- 
dun. Since September 27 the French and 
Americans have made important advances 
over a front of forty miles on the western 
and eastern sides respectively of the Ar- 
gonne Forest. Fifteen thousand prisoners 
were captured and important railway junc- 
tions taken. This attack was followed by 
a mighty blow against the bastions of Cam- 
brai and St. Quentin. Both cities have 
fallen to the Allies and the German lines 
beyond these strongholds have been badly 
broken. This offensive together with the 
French advance in the Champagne has 
caused a further withdrawal of German 
troops along the Chemin des Dames and 
has placed the forts of La F6re and Laon 
in a dangerous pocket. 

The Heroic Belgian Army 

In Flanders the heroic little Belgian 
army, powerfully aided by the British, has 
also begun an offensive which within a few 
days gained more territory than was won 
by the British in the same region last year 
during several months. The important 
railway junctions of Roulers, Thourout, and 
Menin seem almost within the grasp of the 
Belgians. If this advance continues but 
a few miles the Germans will be compelled 
to give up their sea bases at Ostend and 
Zeebrugge. The effect of this offensive 
on the Lille salient is also extremely im- 
portant. Already the Germans have evacu- 
ated a deep strip on a twenty-mile front, 
including the towns of Lens and Armen- 
ticres. Indeed the Germans are rapidly 
losing the rich coal regions which they have 
held since the beginning of the war. 

Hindenburg Line Broken 

Of equal importance to the Allies have 
been the enormous losses inflicted on the 
German army. Instead of pursuing the 
safer policy of retiring to the French bor- 
der before joining in the death grapple, 
the German military leaders made a stand 
on the so-called Hindenburg line with the 
result that this system of defense has been 
broken in a number of places and that 
German reserves are being rapidly exhaust- 
ed. In the week ending October 3, the 


Allies captured 60,000 prisoners and 1000 
guns on the western front. The total num- 
ber of prisoners taken from the Germans 
in the west since July 15 now approaches 
275,000. 

Germany Proposes Peace Parley 

The successive defeats in Bulgaria, Pal- 
estine, and on the western front have pro- 
foundly affected Germany. The Hertling 
ministry, recognizing its inability to meet 
the crisis, has resigned. The Emperor has 



named as chancellor Prince Maximilian of 
Baden, a leader of the moderates who last 
January declared that all ideas of conquest 
must be abandoned. On October 6, the 
Imperial German chancellor transmitted a 
note to President Wilson, through the 
Swiss Government, announcing that Ger- 
many desired to open peace negotiations, 
that it accepted President Wilson’s prin- 
ciples as set forth in his speeches of 
January 8 and September 27, 1918, as 
a basis for a peace parley, and that it de- 
sired “the immediate conclusion of an 
armistice on land and water and in the air.” 

President Wilson’s Inquiries 

On October 8, President Wilson sent a 
note to Germany in which he asked : “Does 
the Imperial Chancellor mean that the Im- 
perial German Government accepts the 
terms laid down by the President in his 
address to the Congress of the United 
States on the 8th of January last and in 
subsequent addresses, and that its object 
in entering into discussions would be only 
to agree upon the practical details of their 
application?” He insisted that “The good 
faith of any discussion would manifestly 
depend upon the consent of the Central 
Powers immediately to withdraw their 
forces everywhere from invaded territory.” 
Finally, he stated, “The President also feels 
that he is justified in asking whether the 
Imperial Chancellor is speaking merely for 
the constituted authorities of the Empire 
who have so far conducted the war.” 


SELL YOUR CHILDREN OR 
LET THEM DIE 


The Cold-Blooded Prussian System as 
Revealed in Poland, Belgium, 
and Serbia 

A proclamation issued by Governor- 
General von Beseler, the German military 
ruler of conquered Poland, contains this 
passage: 

“The Government suggests that mothers 
having children should send them to 
Germany to have them brought up and 
educated. Mothers who are willing to 
make this arrangement will receive the 
sum of 150 marks ($37.50) for a boy and 
100 marks ($25.00) for a girl. No other 
aid will be given.” 

The obvious purpose of the German 
Government was to exterminate the Polish 
population and to repeople the land with 
Germans. 

Commenting on another proclamation 
by Governor General von Beseler offering 
Polish husbands and fathers the choice 
between going to Germany and working 
there or seeing their families starve, Mr. 
Frederic C. Walcott, who administered 
American relief in Poland before our en- 
trance into the war, says: 

“When a Pole gave me that proclama- 
tion, I was boiling. But I had to restrain 
myself. I was practically the only for- 
eign civilian in the country and I wanted 
to get food to the people. That was what 
I was there for, and I must not for any 
cause jeopardize the undertaking. I asked 
Governor General von Beseler, ‘Can this 
be true?’ 

“ ‘Really, I cannot say,’ he replied. 'I 
have signed so many proclamations; ask 
General von Kries.’ 

“So I asked General von Kries, ‘Gen- 
eral, this is a civilized people. Can this 
be true?’ 

“ ‘Yes,’ he said, ‘it is true’ — with an 
air of adding, ‘Why not?’ 

“I dared not trust myself to speak; I 
turned to go. 

“ ‘Wait,’ he said. And he explained to 
me how Germany, official Germany, re- 
gards the state of subject peoples. 

Cruelty of Official Germany 

“Even now I find it hard to describe in 
comprehensible terms the mind of official 
Germany, which dominates and shapes all 
German thought and action. Yet it is as 
hard, as clear-cut, as real as any material 
thing. I saw it in Poland, I saw the same 
thing in Belgium, I hear of it in Serbia 
and Roumania. For weeks it was always 
before me, always the same. Officers 
talked freely, frankly, directly. All the 
staff officers have the same view. 

“Let me try to tell it, as General von 
Kries told me in Poland, in the midst of a 
dying nation. Germany is destined to rule 
the world, or at least a great part of it. 
The German people are so much human 
material for building the German State. 
Other people do not count. All is for the 
glory and might of the German State. 
The lives of human beings are to be con- 
served only if it makes for the State’s 
advancement, their lives are to be sacri- 
ficed if it is to the State’s advantage. The 
State is all, the people are nothing. 



October 15, 1918 


NATIONAL SCHOOL SERVICE 


5 


“Conquered people signify little in the 
German account. Life, liberty, happiness, 
human sentiment, family ties, grace, and 
generous impulse — these have no place be- 
side the one concern, the greatness of the 
German State. 

“Starvation must excite no pity; 
sympathy must not be allowed, if it 
, hampers the main design of promoting 
Germany’s ends. 

“‘Starvation is here,’ said General von 
Kries. ‘Candidly, we would like to see 
it relieved; we fear our soldiers may be 
unfavorably affected by the things that 
they see. But since it is here, starvation 
must serve our purpose. So we set it to 
work for Germany. By starvation we can 
accomplish in two or three years in East 
Poland more than we have in West 
Poland, which is East Prussia, in the last 
hundred years. With that in view, we 
propose to turn this force to our ad- 
vantage.’ 

“ ‘This country is meant for Germany,’ 
continued the keeper of starving Poland. 
‘It is a rich alluvial country which Ger- 
many has needed for some generations. 
We propose to remove the able-bodied 
working Poles from this country. This 
leaves it open for the inflow of German 
working people as fast as we can spare 
them. They will occupy it and work it.’ 

“Then, with a cunning smile: ‘Can’t 
you see how it works out? By and by we 
shall give back freedom to Poland. When 
that happens Poland will appear auto- 
matically as a German province.’ 

“In Belgium, General von Bissing told 
me exactly the same thing: ‘If the relief 
of Belgium breaks dowu we can force the 
industrial population into Germany’ 
through starvation, and colonize other 
Belgians in Mesopotamia where we have 
planned large irrigation works. Germans 
will then over-run Belgium. Then when 
the war is over, and freedom is given back 
to Belgium, it will be a German Belgium 
that is restored. Belgium will be a Ger- 
man province and we shall have Antwerp, 
which is what we are after.’’ 


WAR’S RECOMPENSE 
Ye that have faith to look with fearless 
eyes 

Beyond the tragedy of a world at strife, 
And know that out of death and night 
shall rise 

The dawn of ampler life. 

Rejoice, whatever anguish rend the heart, 

That God has given you a priceless 
dower, 

To live in these great times and have your 
part 

In Freedom’s crowning hour; 

That you may tell your sons who see the 
light 

High in the heavens — their heritage to 
take — 

“I saw the powers of Darkness put to 
flight, 

I saw the morning break.” 

[ This poem was found on the body of 
an unknown Australian soldier who died 
bravely fighting the Germans on the West- 
ern front in France. j 


CHILDREN SAFEGUARDED 
IN WARTIME 


President Wilson Endorses Plan to Make 
War Year One of United Activity 
for Children 

To Secretary’ Wilson, to the Children’s 
Bureau of the Department of Labor, and 
to the Woman’s Committee of the Council 
of National Defense, our President has said 
in a letter of which this is part: 

“I heartily approve the plan of the Chil- 
dren’s Bureau and the Woman’s Committee 
of the Council of National Defense for 
making the second year of the war one of 
united activity on behalf of children, and 
in that sense a Children’s Year. 

“I trust that the year will not only see 
the goal reached of saving one hundred 
thousand lives of infants and young chil- 
dren, but that the work may so successfully 
develop as to set up certain irreducible mini- 
mum standards for the health, education, 
and work of the American child.” 

Child Welfare Program 

Proceeding with the sanction of the Gov- 
ernment, the Children’s Year formulates 
as a reasonable child welfare program for 
the United States: 

1. Public protection of maternity and 
infancy. 

2. Mothers’ care for older children. 

3. Enforcement of all child labor laws 
and full schooling for children of school 
age. 

4. Recreation for children and youth, 
abundant, decent, protected from any form 
of exploitation. 

This program the States have taken up 
with generous enthusiasm, according to 
Jessica B. Peixotto, specialist in child wel- 
fare of the Council of National Defense. 

Thus far, two drives have been an- 
nounced, the weighing and measuring test 
and the recreation drive. The weighing 
and measuring test is a plan to get at least 
the height and weight of every child of pre- 
school age, a sort of stock-taking, as it 
were, of the children under six who had 
never before received community atten- 
tion. The height and weight of a child in- 
dexes roughly his physical development. 

Remedying Children’s Defects 

Next steps will be attempts in each com- 
munity to remedy defects. As malnutri- 
tion is identified, defective tonsils and ade- 
noids and similar troubles of childhood that 
limit health for life are more frequently 
and accurately discerned, follow-up work 
is beginning. Some twenty-five of the 
States are actively pushing programs for 
100 per cent birth registration ; for better 
prenatal care; for better obstetrical care; 
for more infant welfare stations and other 
health centers. Most of all, a persistent 
campaign is being conducted for a public 
health nurse in every county of every State 
in the Union. 

Leisure Hours Protected 

The second drive calls for protected 
leisure hours. It seemed especially impor- 
tant this year that the nation’s children 
be guarded with more than ordinary watch- 
fulness during the summer vacation. The 


current facts of English life, of life in 
France, as well as happenings noted in our 
own country, show that war increases 
the risks of idle hours, of juvenile delin- 
quency, and of physical deterioration. 


WAR LABOR POLICIES 
BOARD PROTECTS 
CHILDHOOD 

Increasing demands for 
children in war industries 
have led the War Labor Pol- 
icies Board, which speaks of- 
ficially for the industrial 
agencies of the Government, 
to define its position in part by 
the following anti-child labor 
regulations: 

1. No child under fourteen 
years of age shall be employed 
on war work. 

2. No child between four- 
teen and sixteen years of age 
shall be employed more than 
eight hours a day, nor before 
6 a. m. nor after 7 p. m., nor 
more than six days a week on 
war materials. 

To recruit children of four- 
teen or sixteen years of age for 
industry is ignoring their fu- 
ture value as trained workers. 
Neither the patriotic desire to 
serve immediately nor the at- 
traction of high wages should 
be permitted to draw children 
from school to work. 


The Recreation Drive 

These considerations prompted the Chil- 
dren’s Bureau and the field division of the 
Council of National Defense to inaugurate 
and push forward a recreation drive 
through the cooperation of the state chair- 
men of child welfare and a group of some 
sixteen national societies. 

A Patriotic Play Week was announced 
for the fall. 

But when Patriotic Play Week is over, 
this will not be all that is to be done for 
recreation. Wisconsin has special plans for 
recreation institutes that are to continue 
until the, whole state is trained to know the 
worth of organizing leisure-time activities. 
Many states are geting new playgrounds. 
A number are fostering community singing 
and pageantry. Six or seven are holding 
recreation exhibits at state fairs. 

Teachers Asked to Help 

The work of the school always profits 
through protection of the leisure time and 
the home time of children. Teachers who 
are interested to serve in this regard might 
well acquaint themselves with the work 
that has already been done in special com- 
munities. In each state and each commun- 
ity the Council of National Defense lias a 
department of child welfare. Should it 
happen that little child welfare work has 
been done in your district, you will un- 
doubtedly, as a worker among children, have 
suggestions calculated to stimulate that 
community’s chairman into action. 


6 


NATIONAL SCHOOL SERVICE 


October 15, 1918 


THE FUEL SITUATION 


The Ways and Means by Which the Fuel 
Administration Says Fuel 
Can Be Saved 

We all are likely to be staggered by 
giant statistics. Perhaps we talk in terms 
of a dollars’ worth of thrift stamps, but 
we enjoy hearing about the million dollar 
quota. We may think in terms of a bucket- 
ful of coal, but we like to know our saving 
contributes toward the three thousand 
tons necessary to send a fifteen thousand 
ton troop ship to France. 

Coal. Steel, and Shells 

This war of steel has made enormous 
demands on the fuel supply of the world, 
for every ton of steel requires five tons of 
coal in its making and transportation. 
We supply fuel to the industries which 
have almost over night turned into giant 
war machines, but we must also furnish 
fuel for an over-increasing number of ships 
which have carried and will carry millions 
of our men to the fields of victory. We 
must furnish shells to the fighters. On the 
vast stores of shells that Pershing will 
store up for his swift and terrible drive 
into Germany, depends victory. But shells 
cannot be made for Pershing unless there 
is coal to produce steel to make the shells. 

The earth holds more than three trillion 
tons of coal, of which America has 
large stores, but coal in the ground and 
coal in the bin form two different stories. 
The production of coal is being carried on 
at a high rate of speed, but increased 
production of coal cannot meet the vast 
war demands. Transportation facilities 
have also been improved, but with troop 
movements and increased production of 
almost all commodities needed for the 
war, railroads cannot do all that war con- 
ditions demand. The railroads them- 
selves require millions of tons of coal. 
Coal is needed to transport coal. 


GOAL FOR VICTORY 

Marshal Foch sent this mes- 
sage to the English miners: 
“Coal is the key to victory!” 

The great war-genius. Mar- 
shal Foch, needs COAL. 

Our miners are mining coal 
in amounts far exceeding all 
previous records — our own or 
those of any other nation of 
the world. Our railroads are 
distributing it as swiftly as 
overburdened roads can carry 
the coal cars. 

Still there is not enough 
coal. 

Out of your savings, if you 
use every possible method of 
fuel economy, can come COAL 
FOR VICTORY. 

Will you save coal and thus 
hand the key of victory to Mar- 
shal Foch? 

United States Fuel 
Administration 


Home Saving Key to Victory 

In spite of all that can be done in pro- 
duction and transportation, the fact re- 
mains that many million tons of coal must 
be saved in the households of the Ameri- 
can people. It is something that must 
be done just as surely and determinedly 
as the private in the ranks must go over 
the top when the order is given. 

Marshal Foch has said that coal is the 
key to victory. We can hasten the day 
for which we all long if we will listen to 
the plea to save every lump of coal 
possible. Shall we fail in the task in- 
trusted to us? A hasty victory or a long 
war — which will you have? Help those 
who come within the radius of your in- 
fluence to answer by pledging to make 


fuel saving an ever present thought in 
their minds. 

Fuel Saving Directions 

Train them in ways to save. Keep a 
list of ways on your desk, and emphasize 
each way every day. Explain carefully 
how the children can help save coal and 
how they can help their parents save. 

Save coal: 

By having a perfectly clean heating 
plant and cooking range. 

By not starting a fire until it is ab- 
solutely necessary. 

By keeping the rooms at a lower tem- 
perature and higher humidity thus making 
them more healthful. 

By wearing warmer clothing. 

By having sleeping rooms at lower tem- 
perature than living rooms. 

By cooking many dishes in the oven 
at once; by using a fireless cooker, a pres- 
sure cooker, or steamer, and by cooking 
certain dishes on the shelf within the 
door of the furnace. 

By closing up air-leaks in the house, 
weather-stripping doors and windows, 
and having storm doors and windows. 

By having efficient incandescent gas 
mantles and Tungsten electric lights. 

By burning wood whenever it need not 
be transported by railroads. 

By economy in the use of all articles 
and commodities that must be transported 
by railroads or steamboats. 


FIRE PREVENTION DAY 


The Four Minute Men Will Conduct a 
Nation-Wide Campaign to Lessen 
Fire Losses 

November the second is Fire Prevention 
Day. Bernard M. Baruch, Chairman of the 
War Industries Board, has asked the Four 
Minute Men of America to conduct a na- 
tion-wide speaking campaign for fire pre- 
vention during the preceding week, from 
October 28 to November 1. In making this 
request, he says in part: 

The destruction caused by fire 
throughout the United States is a se- 
rious obstacle to war preparations. 

. . . Were we to have the active co- 


operation of the general public in re- 
ducing unnecessary fire hazard, it 
would be a material assistance to the 
production and conservation of war 
supplies. 

Our annual fire losses exceed a quarter of 
a billion dollars, and they are increasing 
each year. Fifteen hundred buildings are 
damaged by fire daily. If the charred 
wrecks of a single year were each placed 
on a lot of 65 feet frontage, they would 
line both sides of a street extending from 
New York to Chicago. Worst of all, the 
per capita fire losses of the United States 
are. inexcusably large. For 1913, the year 
of the latest available international re- 
turns, per capita fire losses were as follows : 


The United States $2.10 

France 49 

England 33 

Germany 28 

Italy * . .25 

Austria 25 

Switzerland 15 

Holland n 


Since more than three quarters of our 
losses are easily preventable, the proper 
observance of • Fire Prevention Day should 
result, in greatly decreased fire losses. 

Bulletin No. 41 on “Fire Prevention” 
issued by the Division of Four Minute 
Men, Committee on Public Information, 10 
Jackson Place, Washington, D.C., will be 
helpful to teachers planning a worth-while 
observance of Fire Prevention Day. 


Batde death rate 
Disease death rate 



Mexican War, 1846-48 


Civil War, 1861-5 
(North) 


Spanish War, 1898 


Present War (A.E.F.) 
Sept. 1917-June 1918 


0 25 50 75 100 

Battle and Disease Death Rates for Each Thousand Troops in Present and Previous American Wars 



October 15, 1918 


NATIONAL SCHOOL SERVICE 


7 



AMERICA MUST SHARE 
SUGAR 


Food Administration Shows Why Sugar 
Supply for Allies Must Be Saved 
in the United States 


Prize Winning Food Producer With Trophies and Picture of Prize Garden 


Every good general knows that geog- 
raphy has a vast deal to do with waging 
war. During the progress of a campaign 
his maps are always at his elbow, his chief 
aid in forecasting his own strategy and 
counteracting that of his enemy. 

This knowledge of geography serves 
him in many different ways: in choosing 
the ground best adapted for his plans 
of offense or defense; in his utilization of 
such natural bulwarks as rivers, forests, 
and hills; in menacing his enemy’s lines 
of communication; and in having his own 
supply bases constantly as near to him as 
possible. 

French and English and our own com- 
manders find that the nearer they can keep 
their supply and food depots to the front, 
the less trouble and, more important still, 
the less time it takes to get food up to 
the troops. 

Suppose it takes 100 motor trucks to 
carry up food for the soldiers in a steady 
stream from a town 50 miles behind the 
front. If that supply base is three times 
as far away, it will take 300 trucks to 
bring up the same steady stream of food 
in the same time. 

America Nearest Supply Depot 

Now imagine identical circumstances 
applying to the whole of England, France, 
or Italy, instead of merely to their armies. 
The matter of distance, that is, geograph- 
ical accessibility, has the same importance 
here as in the field. Their food base must 
be as near as possible; for, just as it takes 
the army commissariat three times as 
many trucks to bring up the food from a 
point three times as far away, so it will 
require three times as many ships if Eng- 
land, France, and Italy have to get their 
food with the same constancy from a point 
three times as far away as their nearest 


possible supply depot. Just at present we 
are that nearest supply depot for the 
Allies. 

Take the ease of sugar, for that is a 
good example of how this problem of dis- 
tance stands today. Where did England, 
France, and Italy get their sugar in the 
past? Where can they get it now? What 
can we do in the matter? 

Old Sources of Supply Cut Off 

England used to import some sugar from 
the British West Indies, and large quanti- 
ties from Java; but more than half of 
England’s total came from the German 
Empire. And now that supply is cut off. 

France and Italy used to produce much 
of their sugar. Their production has now 
dropped to les3 than a third of what it 
used to be, owing to 
crop failures, the 
invasion of the Ger- 
man armies, and the 
destruction of the 
sugar beet fields and 
factories in north- 
ern France and 
Italy. 

Accordingly, these 
three nations have 
available only two 
large supply depots 
to which they can 
turn for sugar: the 
United States, in- 
cluding the Cuban 
and Hawaiian crops, 
and Java. 

Fewer Ships 
It is true that 
there is a large 
quantity of sugar 
at present in Java. 
But if the Allies go 
there for it, they 
will be in precisely 


the same position as the army which 
has to triple its train of available motor 
trucks in order to bring up food from 
the supply base. In other words, the 
Allies would have to use three times as 
many ships to convey a certain amount 
of sugar from Java in a given period as 
they would if they could import the same 
amount from the United States, only one- 
third as far away as Java. Putting it 
differently, in the time it takes a ship to 
sail to Java and back, that ship might 
have been making three trips to the 
United States, once bringing soldiers, 
once guns and munitions, and once sugar. 

Now, we have the sugar to send, pro- 
vided we go on the basis of share-and- 
sliare-alike with the allied nations. A 
portion for each person not exceeding two 
pounds a month will put us on that basis, 
and we shall be sitting down at a common 
table with them so far as sugar is con- 
cerned. 

BOYS’ AND GIRLS’ CLUB WORK 
GROWS 

With a start, only a few years ago, of a 
hundred or so children interested in club 
work, the boys’ and girls’ club movement 
under the auspices of the Department of 
Agriculture lias developed, until in the 
North alone at the last report there w r ere 
614,531 young people doing club work, an 
increase of 207,893 over the preceding year 
of 1917. 

With the entire country interested in 
food production and conservation the boys 
and girls through their clubs have mate- 
rially added to the available supply. Eggs 
to the number of 35,370 dozen were pro- 
duced by hens of club members in the 
North and 10,583 pigs were raised, giving 
a total of 1,797,196 pounds of pork to the 
country. Four hundred fifteen baby beeves 
were cared for with a result when they 
matured for 331,319 pounds of beef. 


WHY AMERICA MUST 

Average 

3 -year Shipped 

Pre-war Year ending 

Shipments July 1, 1913, 
in Tons in Tons 

Meats and Fats 
(Beef, Pork, 

Dairy, Poultry 
and Vegetable 

SAVE FOOD 

Must ship Increase this 

Year ending Year over 

July 1, 1919, Last Year 

in Tons in Tons 

Oil Products) 

Bread Stuffs 
(Wheat and 
substitutes in 

645,000 

1,550,000 

2,600,000 

1,050,000 

terms of grain) 

Sugar 

(From United 
States and 

3,320,000 

6,800,000 

10,400,000 

3,600,000 

West Indies) 

Feed Grains 
(Mostly Army 

618,000 

1,520,000 

1,850,000 

330,000 

Oats) 

950,000 

1,950,000 

2,700,000 

750,000 

Totals 


11,820,000 

17,550,000 

5,730,000 



8 


NATIONAL SCHOOL SERVICE 


October 15, 1918 


National School Service 


Published Twice a Month During the School Year 
by the Committee on Public Information, 
George Creel, Chairman 


Mailed tree to teachers. Subscription price to all 
others, SI. 00 a year. Address business communica- 
tions, such as those concerning subscriptions or fail- 
ure to receive numbers, to Henry Atwater, Business 
Manager, 461 Eighth Avenue, New York. Address 
editorial communications to National School 
Service, 10 Jackson Place, Washington, D. C. 


EDITORIAL STAFF 

Get Stanton Ford Director 

Vi. C. Bag let Editor 

,1. W. Skarson Managing Editor 

Samuel B. Harding Historical Section 

Mabel Carney Rural Schools 

Fannie W. Dunn Rural Schools 

Lulu Cain Primary Grades 

Alberta Walker Intermediate Grades 

Chas. A. Coulomb, Upper Grades and High School 

ADVISORY EDITORIAL BOARD 

Mrs. Mary C. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colorado. 

J. A. C. Chandler, Superintendent, Public Schools, 
Richmond, Virginia. 

L. D. Coffman, Dean, College of Education, Uni- 
versity of Minnesota, Minneapolis, Minnesota. 

R. J. Condon, Superintendent, Public Schools; 

Cincinnati, Ohio. 

Thomas E. Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Education, 
Albany, New York. 

Miss Alice Florer, Assistant State Superintendent, 
Lincoln, Nebraska. 

Rev. Augustine F. Hickey, Diocesan Supervisor of 
Schools, Boston, Massachusetts. 

F. M. Hunter, Superintendent, Public Schools, 

Oakland, California. 

D. B. Waldo, President, State Normal School, 

Kalamazoo, Michigan. 

H. G. Williams, President, National Educational 

Press Association, Columbus, Ohio. 

STATE EDITORIAL BOARDS 

State Editorial Boards, each consisting of five 
members appointed by the State Superintendents, 
represent the classroom teachers of the several States. 


Waste is treason. To save is to serve. 

SL— 

The War Labor Policies Board refuses to 
sanction the employment of children under 
fourteen and protects those between four- 
teen and sixteen by wholesome restrictions. 

W. 

At this critical time, the epidemic of 
“Spanish” influenza could easily become a 
national peril. The schools can do much to 
prevent its spread. Bead and heed the 
appeal to teachers prepared for this issue 
by the Public Health Service. 

Teachers will do well, we believe, to pre- 
serve their copies of National School 
Service. The editors will find it necessary 
from time to time to refer to maps and 
articles in preceding issues. To reproduce 
these would be to take space that may better 
be used for new material. Many of the 
articles, also, have more than a temporary 
value. 


Through National School Service, 
every teacher in the United States becomes 
an agent of the Government. No institu- 
tion is closer to the people than is the publie 
school. If the teacher is thoroughly alive 
to the possibilities, through no other channel 


can the needs and plans of the Government 
be brought more clearly and more quickly 
to the attention of the people. There are 
twenty million boys and girls in our ele- 
mentary and high schools — almost one-fifth 
of our entire population. By using the 
schools as media of communication, the 
Government may have a personal messenger 
for every four or five inhabitants. Every 
important message regarding loans, thrift, 
food conservation, fuel conservation, or any 
other war need, should be carried by the 
pupils to every home in the land. 


This use of the schools as a means of com- 
munication between the people and their 
government lays upon the teacher a serious 
responsibility. Each message that the boys 
and girls carry to their homes must be 
formulated intelligently and intelligibly. 
It must be understood and appreciated by 
the messengers themselves. If this means 
anything, it means above all that the teacher 
must “know” the war — the issues for which 
it is being fought, the causes that brought 
it about, the progress of its events, the con- 
ditions that will make victory certain, the 
reasons why any peace that falls short of a 
victory which will secure the aims we have 
set would be, in effect, a defeat for our 
cause. This is only another way of saying 
that the teacher must know a great deal 
more about the war than the average citizen 
can be expected to know. The teacher 
should be, in a real sense, an “authority” on 
war information and the policies and plans 
of the Government. No member of the 
average American community bears a more 
serious responsibility for clear vision and 
straight thinking. 


In the effort to insure the largest pos- 
sible educational returns from the war 
work, the editors will need and welcome the 
cooperation of the teachers. If you have 
worked out a good method of organizing 
any phase of the war activities, or of con- 


necting these activities with the regular 
school studies, will you not send an account 
of the plan to National School Service, 
10 Jackson Place, Washington, D. C.? 


“Morale” means “all pulling together,” 
each with every ounce of energy, enthu- 
siasm, and loyalty that he can command. 
Modern armies have their “morale officers” 
whose duty it is to see that the energy, 
enthusiasm, and loyalty of the soldiers are 
kept at the highest possible pitch. The need 
for morale, however, is not limited to our 
fighting forces. We know that “coal will win 
the war” and that “food will win the war” ; 
but it will take “civilian morale” — all pull- 
ing together to save fuel and food — to 
mobilize to the full these important com- 
modities. In determining civilian morale, 
the schools of the nation occupy a most 
strategic position. It is for this reason that 
the Government recognizes the teacher as 
one of its most important “morale officers.” 
It is for this reason that the Government 
expects so much of the teacher in the cam- 
paign for saving fuel and food. 


There are thousands of teachers in the 
United States who do not subscribe regu- 
larly for a school paper. Many of these 
have learned from National School Ser- 
vice, which is sent free to every teacher in 
the land, that a journal devoted even to a 
single type of school work — the war activi- 
ties — can be helpful to them. But the war 
activities constitute only one part of the 
school work. Important as they are, they 
should not in any sense overshadow or be- 
little the regular school work. Every 
teacher needs a school journal of a more 
general character. Every teacher needs 
especially a journal that deals with the 
educational problems of his own state. He 
should keep in touch with state movements 
in education, with school laws, with the 
plans and policies of the state educational 
leaders, and with local organizations. 


ALLIED TRIBUTES TO WOMEN WORKERS 


Lloyd George Compliments the 
Women of England 

If it had not been for the splen- 
did manner in which the women 
of England came forward to work 
in the hospitals and munition 
factories, in administrative of- 
fices of all kinds, and in war work 
behind the lines, often in daily 
danger of their lives, Great Brit- 
ain and, I believe, all the Allies 
would have been unable to with- 
stand the enemy attacks of the 
last few months. For this serv- 
ice to our common cause, human- 
ity owes them unbounded grat- 
itude. 


President Wilson Pays Tribute to 
the Women of America 

This war could not have been 
fought, either by the other na- 
tions engaged or by America, if it 
had not been for the services of 
the women — services rendered in 
every sphere — not merely in the 
fields of effort in which we have 
been accustomed to see them 
work, but wherever men have 
worked and upon the very skirts 
and edges of the battle itself. 


October 15, 1918 


NATIONAL SCHOOL SERVICE 


9 


INDUSTRY SAVES TO WIN 


War Industries Board Reports Savings in 

Labor and Materials to Help 
Clinch Victory 

A true fairy tale of industrial economy 
is told in the savings of labor and mate- 
rials effected through the efforts of the 
conservation division of the War Indus- 
tries Board. The number of styles, vari- 
eties, sizes, colors, and finishes of manu- 
factured articles have been greatly re- 
duced. Styles and varieties that require 
more than the barely necessary amount of 
materials have been eliminated. Unneces- 
sary accessories and fancy articles and 
adornments have been discouraged. Plen- 
tiful materials have been substituted for 
those that are scarce. Many manufactured 
products have been standardized to secure 
proper strength and durability with a mini- 
mum of material and labor. 

Voluntary Agreements to Save 

These savings result from agreements 
made between manufacturers and trade 
representatives under the direction of the 
War Industries Board. Just as we have 
had to save wheat and sugar for our 
armies and the Allies, so we have 
had to save such materials as clothing, 
steel, rubber, copper, and tin. 

Typical Estimates of Savings 

It is interesting to know some of the 
typical estimates of savings given out by 
the Division of Conservation. According 
to reports, 5500 styles and sizes of rubber 
footwear have been eliminated. The sizes 
and types of plows and other tillage imple- 
ments have been reduced from 3000 to 
between 600 and 700. The varieties of farm 
wagons have been decreased in number by 
80 per cent. Buggies have been reduced 
to one standard type. The number of sizes 
and types of pneumatic automobile tires 
has been reduced from 287 to nine. Impor- 
tant savings were also made by restricting 
the lengths and number of styles of shoes 
and clothing. 

Savings Contribute to Victory 

By discontinuing the manufacture of 
metal and other attachments for vacuum 
cleaners, it is estimated that 125 tons of 
aluminum and one million feet of rubber 
hose are saved annually. By discontinuing 
the manufacture of bronze and copper cas- 
kets, 175 tons of these metals were saved. 
Sixteen thousand tons of steel are saved 
annually by substituting zinc for sheet steel 
in the linings of refrigerators. Over 
200,000 tons of steel will be saved this 
coming year by using pasteboard instead of 
tin containers for dry foods and tobacco. 
Three million yards of cloth, enough for 
a uniform for each of 900,000 soldiers, 
were saved last year by reducing the sizes 
of cloth and clothing samples. By packing 
six hats in a box instead of one, one manu- 
facturer recently reported a saving in trans- 
portation space of 342 freight cars. Six 
hundred cars have been released for war 
shipments as a result of restoring 200 yards 
as the proper yardage of thread per spool. 
These are but a few of the savings effected 
in the realm of industry to help insure an 
overwhelming victory. 


GERMANY AND AMERICA COMPARED BY 
CHILDREN 

Girls in the history class of a New York high school recently com- 
piled the following statements which contrast German and Amer- 
ican ideals. Almost every nationality was represented in the class. 


THE GERMAN EMPIRE 


THE UNITED STATES 


Government 


We Hohenzollerns take our 
crown from God alone. Who op- 
poses me I shall crush. 

He who listens to public opin- 
ion runs a danger of inflicting 
immense harm on the state. 

Kaiser Wilhelm II. 


It is for us the living to be 
here dedicated to the great task 
remaining before us; that gov- 
ernment of the people, by the 
people and for the people shall 
not perish from the earth. 

Abraham Lincoln. 


Foreign 

Above all, uphold the follow- 
ing maxim: To despoil your 
neighbors is to deprive them of 
the means of injuring you. 

Frederick the Great. 


All treaties are concluded on 
the tacit understanding “until 
conditions change.” 

Treitschke. 


Relations 

The same standards of con- 
duct and of responsibility for 
wrong done shall be observed 
among nations and their govern- 
ments that are observed among 
the individual citizens of civil- 
ized states. 

Woodrow Wilson. 

Observe good faith and justice 
toward all nations, cultivate 
peace and harmony with all. 

George Washington. 


Small Nations 


Little states have lost their 
right to exist. For only that State 
can make a claim to independ- 
ence which can make it good, 
sword in hand. 

Daniel Frymann, 1914. 


We deem the independence 
and equal rights of the smallest 
and weakest member of the fam- 
ily of nations entitled to as much 
respect as those of the greatest 
empire. Elihu Root> 1906> 


Might and Right 


God is always on the side of 
the strongest battalions. 

Prince Leopold of Dessau. 


Let us have faith that right 
makes might and in that faith let 
us to the end dare to do our duty 
as we understand it. 

Abraham Lincoln. 


War 

Oh, if we could only have an- 
other war soon ! 

General von der Goltz. 


War is hell. 

General Sherman. 

Let us have peace. 

General Grant. 


The Foe 


Leave to the conquered but 
their eyes to weep with. 

Bismarck. 


With malice toward none, with 
charity for all, with firmness 
in the right as God gives us to 
see the right, let us finish the 
work we are in, to do all which 
may achieve a just and lasting 
peace among ourselves and with 
all nations. 

Abraham Lincoln. 


Conquests 


We need colonies, and more 
colonies than we have already, 
to give vent to our surplus ener- 
gies without losing them and to 
make our motherland econom- 
ically independent. 

The Colonial League, quoted 
in the Deutsche Revue, 1912. 


We have no selfish ends to 
serve. We desire no conquest, no 
dominion. We seek no indem- 
nities for ourselves, no material 
compensation for the sacrifices 
we shall freely make. 

Woodrow Wilson. 



10 


NATIONAL SCHOOL SERVICE 


October 15 1918 


Rural Schools 


FUEL LESSON FOR RURAL 
SCHOOLS 

Use two or more morning exercise per- 
iods to give the whole school a lesson on 
fuel conservation. In preparing this les- 
son have the upper grades write first to 
the Educational Bureau of the U. S. Fuel 
Administration at Washington, D.C., for 
a bulletin entitled Fuel Facts which con- 
tains valuable information on the present 
fuel shortage. Write also for material 
to your state fuel administrator whose 
address may be found on page 62 of the 
above bulletin. Then embody the follow- 
ing outline and suggestions in this lesson. 

Why is the world short of fuel? For 
information on this point see Fuel Facts, 
pp. 7, 8, 9, 16, 64. 

Federal and State control of fuel. The 
Fuel Administration and what it has ac- 
complished. See Fuel Facts, pp. 9, 14 to 
18, 26 to 30, 38, 43 to 45. 

What can country people do to produce 
and save fuel? 

Wliat Farmers Can Do 

1. Use wood instead of coal. In tim- 
bered sections no farm house should burn 
coal this winter. In corn-growing sec- 
tions cobs should be used to an increased 
extent. 

2. Cut and saw quantities of wood to 
sell in neighboring towns and villages. 

3. To solve the labor problem involved in 
cutting wood farmers may well cooper- 
ate in the purchase and operation of a 
wood saw. When this is impracticable 
one man can often purchase a saw and 
make good profits by sawing wood for the 
community. 

What Farm Women Can Do 

1. Economize on fuel by reducing the 
number of stoves used in the house this 
•winter. 

2. Keep water pans on all stoves. This 
will increase moisture, reduce the amount 
of fuel required for comfortable heating, 
and make the house more healthful. 

3. Let all wood fires go out at night— 
except in severe climates. 

4. Weather-strip doors and windows 
and in cold climates use storm doors and 
windows. 

5. Wear warmer clothing within the 
house. 

Wliat Country Children Can Do 

Primary children can gather chips and 
cobs and keep the family wood-box sup- 
plied with fuel. Teach young children, 
also, to go to sleep in the dark and thus 
conserve oil or electricity which are fuel 
in other forms. 

Intermediate children can help in a 
variety of ways : 

1. By locating all dead timber on the 
farm which should be cut and used for 

fuel this winter. 


2. By collecting dead branches from 
creeks, ravines, and other places and pil- 
ing them -where they can be reached by 
wagons and teams for hauling. 

3. By planting walnuts and other tree 
seeds for the production of a new crop 
of timber. 

4. By practicing all the habits of thrift 
and conservation which help in saving 
coal; such as conserving light, heat, cloth- 
ing, and food. 

Older children should come to regard 
this problem with the understanding and 
appreciation of adults and should follow 
the fuel conservation practices of their 
parents. 

Exercises On Fuel Saving 

A variety of seat and lesson assign- 
ments may easily grow out of this lesson. 
The younger children can make shovel 
tags to be placed on shovels as a reminder 
of the need for fuel conservation ; and 
red, white, and blue labels to be pasted 
on axe handles near the blade for the 
same purpose. Intermediate grades may 
write letters for bulletins giving informa- 
tion desired; prepare fuel-conservation 
booklets; and make fuel posters for cross 
roads or village store windows. Upper 
grades may make maps and charts showing 
the coal fields of the world, and the ex- 
tent and causes of the present shortage. 
All this material should be saved and 
displayed at a community meeting on fuel 
conservation. ^ 

A CLIPPING BOX 

The children in one country school have 
a big pasteboard box in which are kept 
clippings which they think are interesting 
enough to bring to school and talk over. 
The last set of clippings they had were 
collected to make their Fourth Liberty 
Loan chart. There were stirring slogans, 
pictures from the war zone and training 
camps, funny cartoons, the President’s 
speech, anything the boys and girls thought 
would help the Loan over the top. And 
such fun as they had bringing them in, 
showing them, and telling about them. 
Have you a clipping box in your school? 

INTERESTING LETTERS 

Mrs. E. J. Everett, a rural teacher of 
Bock Lake, N. D., sends this communica- 
tion : 

“I have .Just received your copy of Na- 
tional School Service and rejoice over 
its issue. It is just what we need. Our 
mailbox will be put up at once, ready for 
anything you may send. Our school enrolls 
only eleven children. We planted a war 
garden of potatoes last spring and have 
just dug forty-two bushels but are not half 
through. They are to be sold and the 
money put into our Red Cross fund. Wo 
are all Juniors — knitting, sewing, and do- 
ing as much beyond our bit as possible. 


The people of this community are very pa- 
triotic, and back up their patriotism with 
solid proofs in the way of Liberty bond i, 
War Savings stamps, and Red Cross dona- 
tions. No Austro-German peace drive de- 
ceives them for a moment.” 

Miss Amelia Botteher, of Salinas, Cali- 
fornia, writes: “We use National School 
Service instead of the regular reading les- 
son once each week, and use its topics as 
compositions at least twice a week, so the 
paper is certainly performing its duty be- 
sides furnishing authentic war facts.” 

IOWA FARMERS FIRST IN LIBERTY 
LOAN 

Rural Iowa was the first state to go 
“over the top” in raising its recent loau 
quota. Oregon, another rural state, came 
in second. All of which seems to justify 
Secretary Houston’s prediction that the 
Fourth Liberty Loan would not fail for 
lack of support from American farmers. 

- — s — 

THE BLACK WATCH IN RURAL 
SCHOOLS 

Organize, in connection with your jun- 
ior civic league a Circle of the Black 
Watch, as described elsewhere in this 
issue. Have at school a monitor of the 
thermometer, a monitor of the furnace or 
stove, a iponitor of the water pan, and a 
monitor of the wood pile. The monitor 
of the water pan should see that there is 
always a pan of water on the stove, for a 
room is comfortably warm at a lower 
temperature when the air is moist than 
when it is dry. 

Have the children select the offices 
they will fill at home, and make weekly 
or fortnightly reports to the Circle of the 
Black Watch. 

A Black Watch poster, Black Watch 
badges, a Black Watch slogan or yell, will 
add to the children's interest. 


WAYS TO SAVE 
SUGAR 

Use fresh fruits without 
sugar. 

Cook dried fruits without 
additional sugar; they already 
contain sugar. 

Can more fruit without 
sugar; put up less jam and 
jelly. 

Use less sugar in tea and 
coffee. 

Avoid such sugar luxuries 
as candy, cakes, chewing gum, 
sweet drinks, and sodas. 

Use honey, maple Sugar 
and sirup, and other sweet- 
eners when available. 

Do not use desserts or other 
dishes that require much 
sugar. 


October 15, 1918 


NATIONAL SCHOOL SERVICE 


11 


COMMUNITY KITCHEN RUN BY 
CHILDREN 

In Norfolk County, Massachusetts, a 
large community kitchen is operated suc- 
cessfully by the children of the neighbor- 
hood. Although the work is done by chil- 
dren under fourteen, 4469 jars of fruit and 
vegetables have been one result of its sum- 
mer activities. 


COMMUNITY ORGANIZATION 
MEETING 

If it was found impractical to organize 
your community council at the Liberty 
Bond rally held October 11 or 12, arrange 
a second meeting in October for this spe- 
cial purpose, as suggested in the yearly 
program for local community councils in 
the last issue of National School Serv- 
ice. For this organization meeting the 
following procedure is suggested: 

1. Have a short talk on the war and why 
we must win, by any available speaker or 
citizen of the community. 

2. Get another speaker to discuss war 
activities and show the need for local or- 
ganization to promote these activities. In 
connection with this talk make a list of all 
Government activities in which local com- 
munities are asked to share. Write this 
list on the blackboard or on large paper 
where it can be read by all present. 

3. Have a speaker present from the 
county council of defense, the woman’s 
county committee, or some educational in- 
stitution, to explain the organization of a 
local community council. 

4. Discuss this talk. Then call for a 
vote on organization, and if favorable elect 
three officers, a chairman, vice-chairman, 
and secretary-treasurer. 


5. When this is done, refer to the list 
of activities on the board and ask the newly 
organized council to elect a leader for each 
topic or activity. If it seems preferable 
the council may delegate the appointment 
of these leaders to the chairman. In either 
case a leader should be selected for each of 
the following topics: food conservation, 
thrift and bonds; Red Cross work; fuel 
conservation ; child welfare; and patriotism 
and Americanization. 

6. Explain to these leaders that their 
chief duties are three: First, to write to 
county, state, and national headquarters 
and collect literature and instructions for 
their respective topics. 

For sources see list of war publications 
and helps in National School Service for 
October 1, 1918. 

Second, through brief reports to keep the 
community informed of important develop- 
ments and Government instructions in their 
fields, and to distribute literature and 
posters at council meetings. 

Third, to serve on a committee for formu- 
lating a community war program to be 
presented at the next meeting. 

7. Cite examples of what other com- 
munities have done through organization. 
For stimulating instances of community 
activity and suggestive method of organiza- 
tion, study the bulletin, “Mobilizing the 
Rural Community,” which may be had 
free from the Agricultural College at Am- 
herst, Massachusetts. 

8. As concluding features of this pro- 
gram arrange for some patriotic music, 
Hallowe’en numbers, and a social hour. 
Make, also, an appealing announcement of 
the next community council meeting which 
will be planned to formulate a war work 
program for the community and take up 
the question of fuel conservation. 


Primary Grades 


GUARD THE FOOD SUPPLY OF 
YOUNG CHILDREN 

The necessity of guarding the food supply 
of young children is assuming every day a 
more critical phase as the war stringency 
increases and demands for conservation of 
foodstuffs become more urgent. 

Authorities agree that there is practically 
no substitute either for milk or green vege- 
tables in the diet of young children. Fish 
and chicken are better for children in many 
cases than are beef or other meats. Coarser 
cereals used for the sake of conserving 
wheat need very thorough cooking to be 
suitable for children. Of all the foods 
which it is necessary to conserve, sugar is 
the easiest to do without. 


CAPTAIN OF THE SUGAR BOWL 

Fred is seven years old. One brother is 
ten, another one is twelve. But Fred is the 
only officer in the house. He is Captain of 
the Sugar Bowl. He knows how much sugar 
every one in the house should have, for you 


know we are sharing our sugar with the boys 
and the Allies across the sea. It isn’t fair 
for anyone to have more than his share. So 
every one who wants sugar in tea or coffee, 
on oatmeal or rice, must bring his cup or his 
plate to Captain Fred. 

Sometimes there is sugar left in the sugar 
bowl. That is because the big brothers will 
say “No sugar for me this time,” or “My 
sugar goes to the soldiers.” Then Captain 
Fred laughs and says: “You’re a good 
soldier yourself.” 

Hurrah for the Captain of the Sugar 
Bowl ! — Sarah Louise Arnold. 

FOOD BOOKS 

1. Have children collect pictures of foods 
that make them strong and healthy. 

2. Cut pictures ready for mounting. 

3. Separate pictures into breakfast, din- 
ner, and supper groups. 

4. Mount the pictures. 

5. Insert sheets with short stories writ- 
ten by children, such as “Milk makes me 
strong.” 


FIELD TRIPS FOR PRIMARY 
CHILDREN 

Trips to fields, orchards, gardens and 
stores give a wealth of impressions and a 
rich fund of information as to the sources, 
care, and need of food. 

A visit to a real store where real food is 
bought with real money would give the best 
basis for conversational lessons on food. 

Two ideas should be brought out in 
primary schools : 1. Conservation of Food. 
2. Proper food for children to eat, if they 
are to be strong and healthy. 

^ 

HENRI’S LUMP OF COAL 

Little Henri lived with his old grand- 
mother in a tiny hut near the wood. Mamma 
had gone to work in a factory, and Papa, 
like the fathers of many other little French 
children, had died fighting for France. 

“Help Grandmother all you can,” his 
mother had said. And little Henri did what 
he could. 

At harvest time he walked behind the 
reapers picking up the heads of wheat 
that were dropped by the harvest workers. 
At other times he gathered faggots at the 
edge of the wood so that his grandmother 
could make the kettle of soup boil. 

It was the fourth winter of the war and 
their supply of coal was almost gone. 

One day Henri came into the little hut 
with a single lump of coal. 

“See, Grandmother,” he said. “This is the 
very last lump.” His grandmother started 
to put it on the fire, but little Henri took 
the coal and placed it on the mantel. 

“Please, Grandmother, let’s keep it for 
good luck,” he said. 

Every day as he fed the fire beneath the 
soup kettle with twigs and faggots he looked 
at the lump of coal and remembered the 
days when his father had built the fire with 
great shovelsful of black fuel. 

And every day grandmother would say: 
“We’ll keep this lump for a nest egg. It 
won’t be long now till we’ll have more. The 
American soldiers have come to help 
France.” 

Henri longed to see an American soldier 
and to talk with him about his own papa 
who had died on the field of honor. 

One day a big man in khaki, a private in 
the American army, stopped at Henri’s 
door. The little French boy loved him at 
once. He offered him his little dish of 
cherry sauce. While the soldier was eating 
he looked about the poor little hut. His 
eyes wandered from the pile of faggots on 
the floor to the lump of coal on the mantel. 

“W'hat is that little one?” he asked, with 
a smile. 

“Our last lump of coal,” replied Henri. 
“We keep it for good luck.” 

“And have you been cold?” asked the 
soldier. 

“Sometimes,” said the little boy, “but I 
gather all the faggots I can for Grand- 
mother.” 

The big American held out his arms. 
Henri ran straight into them. As Henri 
snuggled close to his new friend he heard 
him say: 

“You are a true patriot of France, my 
boy. Soon you shall have food and coal in 
plenty. I am proud that I can fight for you 
and for France!” 


12 


NATIONAL SCHOOL SERVICE October 15, 1918 


SAVE FUEL FOR A SOLDIER 

Have each child name a soldier he knows 
in France. Let him tell the kind of service 
that soldier is in and any interesting bit 
he has gleaned from the soldier’s letters. 

After each child has chosen his soldier, 
let him pledge to save fuel to make steel 
shells for Brother Tom, or Cousin Jack, or 
the milkman’s boy — whoever the soldier may 
be. Another week he may choose to save 
for some other soldier. 


THE OCTOBER SAND TABLE 

The October sand table may be arranged 
so as to show the farmer’s grain fields and 
teach his help to the nation. 

The table should show the fence, the field 
of corn shocks with pumpkins, and the field 
of growing wheat with a road along one 
side. Allow about 3/5 of the table to corn 
fields, the remaining to wheat. 

Miniature corn shocks may be made of 
bundles of raffia tied as you find them in 
real shocks. Pumpkins may be modeled in 
clay and colored. The wheat field may be 
actually grown from wheat seed sown by 
children. 

Lessons about the sand table • should 
bring out the importance of the farmer’s 
work, the uses of grain as food, the fact that 
many of the grain fields of Europe are now 
battle grounds, and the fact that America’s 
fields must supply bread stuffs for the 
Allies. 

MESSENGERS FOR UNCLE SAM 

A young American soldier was dec- 
orated with the French Croix de Guerre, 
for bravery during a fierce battle. He had 
carried messages back and forth under a 
storm of shot and shell. 

Over here as well as over there messages 
must be carried. In no way can the 
schools help more than by carrying mes- 
sages for Uncle Sam. 

Every school can be a relay station and 
every pupil a messenger when the Gov- 
ernment has work for our people to do. 
Every home can be quickly reached if this 
army of messengers stands ready. 

THREE FLAGS 

Three splendid Flags, 

Like vivid flowers, 

Unfold to-day 

From roofs and towers, 

All up and down 
This land of ours. 

On one, a Cross 
Of red and white 
Shines from a field 
Of blue so bright — 

The fadeless flag 
Of England’s might! 

On one the stripes, 

Straight as a lance, 

Blue, white, and red 
Proudly advance 
From left to right — 

The Flag of France! 

The other flies 
Above the rest, 

Striped red and white, 


With stars caressed — 

The Flag we love 
Of all the best! 

Three splendid flags, 

With one great aim, 

To free the world 
From sin and shame, 

For see— their colors 
Are the same! 

0 splendid flags, 

Red, White, and Blue, 

Three cheers and three times three 
For You! 

The poem, “Three Flags,” may be dram- 
atized by children. The entire class may 
recite the first and last two verses in unison. 
Have three children face the others. One 
holds the English flag, one the French and 
one the American. As each one recites his 
appropriate verse let him raise his flag and 
have the class salute it. 

THE CHILDREN’S CODE 

Boys and girls who are good Americans 
try to become strong and useful, that our 
country may become ever greater and bet- 
ter. Therefore they obey the laws of right 
living which the best Americans have 
always obeyed. 

The first law is the Law of Health. 

The good American tries to gain and to 
keep perfect health. 

The welfare of our country depends up- 
on those who try to be physically fit for 
their daily work. Therefore: 


GOOD MORNING ! 


A Chat On Saving Clothes 

The small French boy at school wears a 
black sateen apron, buttoned behind, box- 
plaited in front and close up to the neck. 
This seems funny to us. Do you know why 
he wears the apron? The French have al- 
ways been noted for their strict economy 
and have devised this means of saving 
woolen clothes under the apron from tears 
and ink spots. We are not going to dress 
our boys in aprons but we are going to ask 
them to think of ways of being more eco- 
nomical with clothes so that the world’s 
supply will go round. 

If you are a boy write down all the 
“Don’ts” you can think of under the fol- 
lowing heads: Caps, c-oats, trousers, stock - 
ings,. shoes. 

If you are a girl write “Don’ts” under 
these heads: Hair ribbons, dresses, stock- 
ings, shoes. 

Shall I save the papers and next week 
give them back so that you may check up 
the “Don’ts” you have obeyed? 

After you have written the “Don’ts,” see 
how many “Do’s” you can write, using the 
same or other more interesting topics. 


1. I will keep my clothes, my body, and 
my mind clean. 

2. I will avoid those habits which would 
harm me, and I will make and never break 
those habits which help me. 

3. I will try to take such food, sleep, and 
exercise as will keep me in perfect health. 


CHILDREN’S PLAY AN ASSET OF 
THE NATION 

“To be strong for victory, the Nation 
must let her children play,” says Charles 
Frederick Weller, who as associate secre- 
tary of the Playground and Recreation As- 
sociation of America, is aiding the recrea- 
tion drive started by the Children’s Bureau 
and the woman’s committee of the Council 
of National Defense. 

“No time nor money can be spared from 
war-winning activities. But the winning of 
the war depends on man pov T er, and man 
power can not be sustained in any nation 
■without health and wholesomeness in the 
children. Far worse than exhausting Amer- 
ica’s financial capital would be the exhaus- 
tion of child life, her man-power capital. 

“England and France began as America 
has been tempted to begin, by letting the 
children pay too heavily for the war, in 
child labor, increased delinquency, over- 
taxed nerves, weakened bodies, and prema- 
ture deaths. But England and France are 
already turning to lift war’s burden from 
the children by giving them a chance to 
play. England began in January, 1917, 
granting government funds to local play 
centers. Can America do less? 


THE BLACK WATCH 

Are you a member of the inner circle of 
the Black Watch? To this society belong 
those boys and girls who pledge themselves 
to keep watch over the many ways in which 
to save black diamonds — for that is what 
we call coal these days. 

Black Watch Officers 

There are many officers in the Circle of 
the Black Watch. 

The monitor of the lights sees that no un- 
necessary lights are ever lighted. He sees 
that the extra bulbs are removed in rooms 
where no bright light is needed. He sees 
that the most efficient gas or electric lights 
are installed. He replaces carbon filament 
electric lights with Tungstens. He re- 
places fiat-flame gas lights with incandes- 
cent mantles. He sees that the windows 
are clean and that the shades are up early 
in the evening and on cloudy days. 

The monitor of the thermometer sees that 
the rooms are not kept too warm. He knows 
the thermometer should not register above 
68 degrees unless the doctor advises a 
higher temperature. He knows that, if the 
temperature is allowed to vary, an average 
temperature from 64 to 68 degrees is best 


Intermediate Grades 



October 15, 1918 


NATIONAL SCHOOL SERVICE 


13 


for health, provided there is the right 
amount of moisture in the air. So he is 
monitor, too, of the pans of water on the 
radiators or near the registers. He sees 
that they are kept full of water to supply 
humidity in every room. 

The monitor of the furnace is the big 
brother who keeps the heating plant per- 
fectly clean. He is also the ash sifter who 
gets every particle of unburned fuel from 
the ashes. 

The monitor of the lcitchen is the sister 
who helps mother save fuel in cooking. 

All knights of the Black Watch wear 
warm clothing in order not to require such 
warm rooms. They sleep in cool rooms and 
dress in the warm living room. They are 
all rugged soldiers and follow mother's 
advice if she asks them to take cold baths. 
They all gather faggots to burn in the 
range or fireplace so that fuel may be saved 
in the furnace. 

A monitor of the wood-pile is necessary 
in rural communities where wood is burned 
to save fuel. 

SUGAR GEOGRAPHY 

Teaching outline: 

Why is there a shortage of sugar today? 

What is sugar made of? 

Where is it produced? 

Where have the Allied nations got their 
sugar in the past? 

What prevents their getting it from the 
same places now? 

How can the United States help? 

Where can the United States get sugar 
for her Allies? 

How can each one of us help? 

Material for use: 

Use the map questions suggested below. 

Use the indexes of your geographies. 
Find all the texts tell about sugar. 

Study about the production of cane 
sugar and of beet sugar as described in 
geographical readers. 

Use other articles on sugar in this issue. 

8 

SPEED, GENERAL ECONOMY 

Time — Now. Place — Everywhere in U.S.A. 

Enter Mr. Increase Production (a tired 
businessman): Whew! I’ve been working 
as fast as I can, but in spite of it all I can’t 
get fuel enough to manufacture Uncle Sam’s 
shells in sufficient numbers. 

Voice of Excess War Demands ( calls 
f rom over sea) : More coal, more coal to 
carry on the war! 

Increase Production (in distress) : What 
am I to do? 

(Enter General Economy, a fine soldier.) 

General Economy : So, Mr. Increase Pro- 
duction, you are in need of help, I under- 
stand. 

Increase Production : Yes, listen! 

Voice of Excess War Demands: More 
coal, more coal to carry on the war! 

General Economy: It is a great problem 
to get enough. Let me call my aids to the 
rescue. Come, firemen, businessmen, house- 
wives, children, everybody, come! 

(Enter the workers called.) 

Now, friends, our problem is this: Ex- 
cess War Demands wants more coal. Miss 
Transportation and I have labored, never 
stopping, yet the cry still comes from over- 
seas. Hear ! 


WAR SAVINGS SOCIE- 
TIES IN SCHOOLS 

More than fifty per cent of 
all War Savings Societies are 
in schools. 

The schoolroom is the com- 
mon unit of a War Savings 
Society. 

To organize a new War 
Savings Society ask your State 
Director of War Savings for 
an application, booklets, and 
blanks. 

All War Savings Societies 
formed last year should be re- 
organized. Pledge each mem- 
ber in order to reawaken the 
patriotic influence. 

Give complete information 
including names of organiza- 
tions and officers of any new 
War Savings Society, any that 
has ceased to exist in your 
school or that has been reor- 
ganized with a new officer. 


Voice of Excess War Demands: More 
coal, more coal, to carry on our war! 

General Economy: If every man of you 
from this moment saves every lump of 
coal he can, we will comfort the voice from 
over the sea and the war will be won. (The 
crowd talks together. At last a spokesman 
for the crowd steps out.) 

Spokesman: We will save for Excess 
War Demand that his' demand for fuel may 
be satisfied. 

General Economy : Thank you, my boy. 
Well, here comes old Squire Woodpile to 
join the ranks. 

( Squire W oodpile, a farmer, eyes atwinkle, 
comes on.) 

Squire Woodpile: Sure, all get in line. 
I’ll show you how to save and cut wood, too. 
Get in line. 

(They file off with a shout for Squire 
Woodpile.) 

SCENE II— Later 

(Enter General Economy and Mr. In- 
crease Production, both cheerful.) 

General Economy: Now, Increase Pro- 
duction, see what Squire Woodpile and all 
the coal-savers in this land have done! 
Wait, I have an official report to read to all 
our helpers. (Calls.) Come, friends of In- 
crease Production, come! (The same 
crowd as before comes in; Squire Woodpile 
in the lead.) 

General Economy: Friends, we have 
saved coal. Squire Woodpile, I have the 
honor to decorate you. (Squire Woodpile 
steps out to receive his decoration.) 

General Economy: All attend. I have 
heard from overseas that the coal supply 
has been increased by your saving. In fact, 
I have heard that Victory herself is on her 
way to Allies. Of course she is some dis- 
tance off, but if this great army holds to its 
tasks she will be sure to arrive sooner than 
we expected. Excess War Demand, what 
say you? 

Voice of Excess War Demand: Coal, 
saved by loyal workers, will help us bring 
Victory to the Allies! 


HOW IT LOOKS TO THE CHINESE 
BOY 

Chinese boys are reading today from a 
little book issued by the Educational De- 
partment in Hong Kong. This book, pub- 
lished with the English on one page and 
the Chinese opposite, gives that nation’s 
point of view of the great war. 

Here is one lesson: 

Kultur 

The real reason for the war is that the 
Germans wanted to dominate the whole 
world. 

The Germans themselves give two rea- 
sons: 

(1) “We were forced to defend our 
country because it was attacked.’’ 

Everyone, including the Germans them- 
selves, now knows that this is a lie. Here 
is their second reason: 

(2) “German Kultur is good. We want 
to give German Kultur to the world. If 
the world does not want German Kultur, 
we want to force the world, for its own 
good, to adopt it.” 

Kultur is the name given by the Ger- 
mans to their own form of education and 
government. German Kultur may, per- 
haps, be a very good thing for the Ger- 
mans, just as Chinese dress is a very good 
thing for the Chinese. 

But even if Chinese clothes were the 
very best clothes in the world, is there any 
man in China who would be willing to 
murder half the world in order to compel 
the other half to wear the Chinese cos- 
tume ? 

One boy in the room may play visitor 
from China and read the above. Discus- 
sion may follow. Prove that the reasons 
given by the Chinese are correct and those 
of the Germans wrong. 


Sing a song of war-time, 
A country full of camps — 
Fifty million patriots 
Buying Savings Stamps. 


ONE DAY’S SUGAR 

Have you a glass or tin half -pint meas- 
uring cup? Fill it with dry sand. Play 
the sand is sugar. Let the children meas- 
ure to find out how many teaspoonfuls 
there are. Have them find out from their 
mothers at home how many measuring cups 
a pound of sugar will fill. Then how many 
teaspoonfuls of sugar are there in one 
pound? If you use two pounds of sugar 
a month, how many teaspoonfuls do you 
use? How many teaspoonfuls a day? 


How Many Teaspoonfuls 
in 1 lb. of Sugar ? 



Make a poster like this, filling the blanks 
with the answers you have found. 


14 


NATIONAL SCHOOL SERVICE 


October 15, 1918 


Upper Grades^Hig'h School 


“DON’T WRAP IT UP’’ 

If every boy or girl who goes to a 
grocery, dry-goods, or hardware store 
would say when buying articles already in 
wrappers or containers, “Don’t mind wrap- 
ping it, please,” there would be saved 
thousands of tons of materials and chem- 
icals now needed to help Pershing beat 
the Germans. The Government is ask- 
ing the help of every boy and girl to 
do his or her share, and this is one of 
the many ways. Isn’t the cereal just 
as good, isn’t the chocolate just as tasty, 
and isn’t the soap just as cleansing with- 
out the added wrapper? If every pupil 
will carry this message 
home to mother there 
will be 20,000,000 pa- 
per bags saved every 
day! Will you do it 
for Uncle Sam? 

Save paper! Use as 
little of it as possible 
and never waste it. Do 
not burn it, for today 
burning paper is trea- 
son. Do you know 
that it takes trees, coal, chemicals, and 
men to make paper? Just think, if 
you used both sides of a piece of pa- 
per when doing your home-work, or if 
you carried a market basket when run- 
ning errands for your mother or neighbor, 
how many things you would be saving to 
help your big brother over in France! 
You would save tons of paper with not a 
single tree cut down; not a pound of coal 
mined; not one ounce of the precious 
chemicals, needed to fight the Germans, 
used ; and not a hand turned over to make 
it. This is magic in which all can share. 

Dear Children: 

“I don’t like” and “I refuse,” 

Are words which soldiers never use. 

So if, as far as you are able, 

You’ll eat what’s set upon the table, 

I’ll reckon you as soldiers, too, 

And gracious ! I’ll be proud of you ! 

— Uncle Sam. 

TAKE OUT YOUR MAPS 

Find England, France, Italy, Belgium. 
These countries need sugar. 

Find Cuba, Porto Rico, Jamaica, South 
America, Hawaii, Philippines, Formosa, 
Java, Australia, British India, Mauritius. 
These places produce sugar. 

Start from Liverpool and trace the voyage 
of a ship to Java. Load it with sugar and 
trace the return voyage to Liverpool. Now 
trace a trip from Liverpool to Cuba. 

A ship can make three trips to Cuba in 
the time it takes to make the long trip to 
Java. Every ship now is needed for 
some kind of war service. It must make 
the fastest time on the shortest route. 
Which way will you send the sugar ships? 

To Cuba, of course. By having one ship 
sent there to do the work of three on the 
longer run, the other two are released to 
carry troops, supplies, and food to France. 
But Cuba is not made of sugar. If the 
Allies get more from Cuba we must get 
less, and that means that every girl and 
boy must eat less sugar. Share and share 
alike is the word. We “sit at a common 
table” with our associates in the war. 


A STUDY OF THE GREAT 
WAR 


Growth of Nationalism in Other Countries 
than the United States 

Aim of the group: To show that two 
positive forces in politics in the 19th cen- 
tury were democracy and nationality. These 
three lessons may be given from 30 to 45 
minutes each. 

A Study of Germany 

Aim: To show how the petty states in 
the centre of Europe became the German 
Empire of today. 

Preparation : Review’ briefly the steps by 
which the thirteen colonies established the 
government of the United States with 
democracy as a basis. Trace the steps 
by which Germany has built the autocracy 
of today. 

Presentation: First step: Map shovung 
Germany before Napoleon’s time — about 
300 petty states, ranging in size from 
duchies the size of Texas, down to tiny 
states not larger than a small farm; the 
only unifying bond, common speech; con- 
solidation by Napoleon (number of states 
reduced to about 40)-; Austria and Prussia 
the largest and most important. Second 
step: Union for commerce; Prussian cus- 
toms-union (Zollverein) in North Germany 
(compare with Confederation in United 
States.) Third step: Rise of Prussia; ac- 
cession of William II; Bismarck as chan- 
cellor; his policies: exclusion of Austria 
from the Germanic Confederation, aggran- 
disement of Prussia; his methods (1) at 
home, over-ruled legislature, reorganized 
armies, (2) abroad, 3 wars in 7 years (Den- 
mark, Austria, France). Fourth step: 
Formation of the German Empire, 1871. 

Italy and Austria-Hungary 
Italy 

Aim: To show the unification of Italy. 

Preparation : Recall the condition of Ger- 
many before the consolidation. Use map 
to show the eight Italian states. 

Presentation : First step : Stirring of 
ideas of democracy; secret societies; at- 
tempts at revolution (1820, 1830, 1848) 
unsuccessful. Accession of Victor Emman- 
uel II; Cavour as minister; policies (1) 
at home, to foster progressive methods in 
agriculture; (2) abroad, to secure close 
trade and political relations with England 
and France. Second step : Acquisition of 
territory. 

1. Cavour arranges an alliance with Em- 
peror Napoleon III (Louis Napoleon) of 
France against Austria (1859) ; obtains 
all of northern Italy except Venice. 

2. Addition of Sicily and Naples through 
the effort of Garibaldi with his red-shirted 
volunteers. 

3. Alliance with Prussia against Aus- 
tria in 1866; obtains Venice. 


4. Rome under guard of French troops; 
troops withdrawn after overthrow of 
France in 1870; Rome occupied by Italian 
army. Third step: Victor Emmanuel pro- 
claimed King of Italy, after having been 
elected by the votes of the people of Italy. 

Austria-Hungary 

Aim: To show how Austria was forced 
by her losses to look for an ally. 

Preparation : Use map to recall Austria’s 
losses to Italy. Recall her expulsion from 
the German Confederation. 

Presentation : First step : Reverses at the 
hands of Prussia, France, and Italy, and 
revolution at home in Bohemia and Hun- 
gary, showed necessity for new kind of 
government. 

Second step: Union of Austria and Hun- 
gary under rule of Francis Joseph; politi- 
cally independent of each other, but united 
towards foreign nations (union somewhat 
similar to the United States under the Con- 
federation). 

Third step: Austria, faced in the west 
by France and Italy and in the east by 
Russia, which was jealous of the growing 
nationalism of both Germany and Austria; 
approached by Germany with conciliatory 
offers of alliance and protection. Dual 
alliance between Germany and Austria- 
Hungary formed (1879). 

Canada and France 
Canada 

Aim: Using Canada as a type, to show 
the development of self-government in the 
colonies of England. 

Preparation: Use map to show Upper 
Canada (Ontario) and Low’er Canada (Que- 
bec). Recall the government of Massachu- 
setts and Virginia before 1776, noting par- 
ticularly the appointment of the executive 
by the crown and the control of the as- 
sembly over finance. 

Presentation: First step: The accession 
of Queen Victoria (1837); revolt; union 
of two provinces and “responsible” ministry 
(1839); similar government granted to 
Australia (1850). 

Second step: Organization of the Do- 
minion of Canada (1867) ; all provinces 
except British Columbia, Prince Edward’s 
Island, and Newfoundland; incentive, fear 
of seizure by United States after the Civil 
War (compare with effect of French and 
Indian War in uniting colonies) ; a fed- 
eral state (similarity to government of 
United States — two houses in the federal 
legislature, each state its own legislature 
and governor) ; governor general appoint- 
ed by England — “responsible ministry” ; 
Australia likewise organized into a federal 
State in 1901. 

France 

Aim: To trace the steps by which France 
became the united nation of today. 

Preparation: Recall the date of the 



October 15, 1918 


NATIONAL SCHOOL SERVICE 


15 


French Revolution and form of government 
of France under Napoleon Bonaparte. Re- 
call the establishment of autocracy in Ger- 
many. 

Presentation: First step: Downfall of 
Napoleon; re-establishment of former dy- 
nasty (brother of Louis XVI chosen as 
King) ; unsatisfactory government; spirit 
of revolution, 18.30 and 1848. 

Second step: Republic of 1848; coup 
d’etat (1851) ; establishment of the second 
Empire under Louis Napoleon; wars with 
Russia, Austria, and Italy. 

Third step: War with Germany, 1870; 
loss of Alsace and part of Lorraine. 

Fourth step: Establishment of the Re- 
public; reorganization of the army. 


OUR RED CROSS 

Charts, bibliographies, references, tables, 
and general information will help the 
teacher make clear and vivid to her pupils 
the special November Junior Red Cross 
program, “Our Red Cross.” To familiar- 
ize every boy and girl with the history, 
present scope, and organization of the Red 
Cross; to fit the Red Cross into its proper 
niche in the government war program; 
to show r as much of that program as the 
child can grasp; to bring discussion of 
all phases of the war situation in this 
country into the school — these are the aims 
of this November topic, “Our Red Cross.” 

Junior Four Minute Men Contest 

Following two months of enlistment 
and organization, and preceding the 
Christmas roll call, its further purpose is 
to aid in the process of assimilation of the 
hundreds of thousands of new Junior Red 


PEACH PITS AGAINST POISON GAS 

The boys and girls have been so busy 
collecting peach pits and other raw mate- 
rial for making charcoal for gas masks 
that the total number runs into the mil- 
lions and millions. One collecting agency 
on one day recently sent a shipment of 
eighteen barrels or approximately a million 
and a quarter peach pits, to the factory 
where they are turned into charcoal. 

Pits, nut shells, and similar material 
make the best grade of absorbent charcoal 
ever produced for use in the respirators 
of the gas masks that keep our soldiers from 
being overcome by the poisonous vapors 
sent over by the enemy. 

How Does Charcoal Act? 

Charcoal is composed of enormous num- 
bers of tiny cells, each separated from the 
ether by a thin wall of what in the raw 
material was woody fibre but which has 
been changed into carbon by the process of 
baking which the shells and stones go 
through. The woody material is composed 
of two kinds of material, one gaseous which 
is driven off by the baking process, and 
the other solid, most of which is carbon or 
charcoal and which remains in the oven or 
retort. This charcoal retains the original 
cell-structure of the pit or shell and is full 
of the fine openings or pores that have the 
very remarkable property of absorbing 
large quantities of certain kinds of gases. 
Good charcoal will absorb as much as five 
hundred times its bulk of some gases. The 
finer the grain of the wood and the more 
compact it is, the more absorbent the char- 
coal made from it. 

The charcoal is placed in the canister of 
the gas mask, and when the soldier draws 



Prize High School Poster, Designed by 
Edwin Tressy, Cleveland 


six hours, while the charcoal made from 
ordinary wood will last scarcely any time 
at all. 

The carbon cannot take out all the poison 
gas from the air, but must be helped by 
chemicals. It is desirable, however, to 
use all the carbon possible instead of 
chemicals: first, because charcoal is more 
easily handled than chemicals; second, be- 
cause when the charcoal has absorbed all 
the gas it can, its original absorbing prop- 
erties may be restored by taking it out of 
the mask and baking it again. 



Cross members and to pave the way for 
the Junior Four Minute Men Contest on 
“Why You Should Join the Red Cross,” 
which December will bring. 


Over the grave of a British soldier fallen 
in France is placed this epitaph : 

“When you go home, tell them of us and 
say, 

“ ‘For your tomorrow they gave their 
today.’ ” 


in the air poisoned with the gas, the highly 
active carbon absorbs the poison gas but 
takes up very little of the air itself. 

The Best Charcoal for Masks 
It is important that the carbon or char- 
coal should be hard and dense, like that 
made from peach pits and nutshells, be- 
cause the harder and denser the charcoal 
the more gas it can absorb. Charcoal from 
cocoanut shells will absorb poison gas for 
eight hours and that from peach pits for 


SALVAGING WRECKED SHIPS 

It may be interesting to know that many 
of the ships torpedoed by the Kaiser’s 
U-boats have been salvaged and put back 
into service. A special department of the 
British Admiralty is equipped for this 
service, and from October, 1915, to May, 
1918, over 400 vessels were floated, towed 
into port, and repaired. Most of these 
vessels are of considerable size. The work 
of raising ships has been extended from 
operations in British waters, to the Medi- 
terranean, and other important trade routes. 


BOY SCOUTS TAKE CENSUS OF 
STANDING BLACK WALNUT 

The Boy Scouts of America have located 
and reported 14,038,560 board feet, or 
about 3,667 carloads, of standing black 
walnut timber in answer to an urgent call 
issued by President Wilson when Govern- 
ment plants reported that the country had 
been almost stripped of its black walnut. 
Air-plane propellers and gun stocks are 
made of black walnut because this wood 
will not warp and because it will not splin- 
ter when hit by bullets and shrapnel. As 
a part of their regular service the Boy 
Scouts of America, in cooperation with the 
Bureau of Air Craft Production, the Ord- 
nance Department, the Forest Service, and 
the Council of National Defense, recently 
made a rapid survey which otherwise would 
have cost the Government many millions of 
dollars. 




16 


NATIONAL SCHOOL SERVICE 


October 15, 1918 


CHRISTMAS PACKAGES FOR 
SOLDIERS OVERSEAS 

Every American soldier overseas will re- 
ceive one package of Christmas gifts from 
the United States, according to a plan 
worked out by the officials of the War 
Department, the Postoffice Department and 
the American Red Cross. Under the plan 
each soldier will receive a Christmas parcel 
label with instructions to mail it to the 
person in this country from whom he wishes 
to receive a holiday box. The official in- 
structions for sending Christmas boxes to 
our soldiers are, in part, as follows: 

Christmas parcels must be placed in reg- 
ulation cardboard boxes. These boxes will 
be provided to holders of labels, by the 
American Red Cross. They may be ob- 
tained at Red Cross chapters or branches 
after November 1. 

No Message With Box 
With each box will be given complete 
instruction regarding the articles which 
may be sent and a list of articles which 
are barred by the postal authorities. No 
message or written material of any kind 
will be allowed to go into the boxes. • 

Send Before November 20 
Do not mail the box yourself. When 
packed, the box should be taken to the near- 
est collection station designated by the Red 
Cross, unsealed, and unwrapped, ready for 
inspection. Red Cross representatives are 
authorized to remove objectionable articles 
from parcels. Shippers will then affix suf- 
ficient postage on their parcels to carry 
them to Hoboken, N. J. The parcels are to 
remain in the custody of the Red Cross 
until delivered to the postal authorities. 

No Christmas parcel will be accepted by 
the Red Cross for shipment after November 
2 °. 

UNITED WAR WORK CAMPAIGN 

“Give me nine men who have a hut and 
I will have a more effective fighting force 
than if I had ten men without it.” 

These are the words of Lieutenant Col- 
onel E. S. Wheeler in a report to General 
Pershing concerning the work of the war 
service agencies which have done so much 
to keep our soldiers overseas happy, con- 
tented, and enthusiastic for victory. The 
agencies authorized to provide comfort, 
cheer, and entertainment for our soldiers 
overseas are: 

Young Men’s Christian Association 
Y'oung Women’s Christian Association 
National Catholic War Council 
Jewish Welfare Board 
The War Camp Community Service 
The American Library Association 
The Salvation Army 
On the authorization of President Wil- 
son the United War Work campaign has 
been organized under the direction of Dr. 
John R. Mott, chief executive of interna- 
tional Young Men’s Christian Association, 
to raise the sum of $170,500,000 to be ap- 
portioned among these organizations for 
army welfare work. The campaign will be 
held the week beginning November 11. The 
teachers should send at once the notice of 
this United War Work campaign through 
the children to every home in America. 


CHILDREN TO CARRY 
MESSAGES FOR 
UNCLE SAM 

Our schools are fully 
aroused to their part in win- 
ning the war. A most effec- 
tive way in which they can 
help has just been outlined by 
the Emergency Commission 
of the National Education As- 
sociation. 

This Commission proposes 
that the Government messages, 
which are intended for the in- 
struction of the people, shall 
be carried through the schools 
as a part of the day’s work. 
The message which comes 
from the Government either 
through the newspapers or by 
special bulletin, can be written 
on the blackboard, copied by 
the pupils, and carried home 
after school. 

By this means every home 
can be reached, for those hav- 
ing no children in school can 
be assigned to pupils from 
neighboring houses. 

In the upper grades, the mes- 
sage can be discussed in the 
English Class; in the lower 
grades, the language lesson 
seems a fitting place. It will 
sometimes be given to the en- 
tire school together at as- 
sembly. The older pupils may 
write the message for the little 
ones. All this will depend 
upon the plans made by the 
local schools. 

We think with pride of our 
army across the sea, marching 
to victory. Our hearts go out 
to them and we long to help as 
they go. And we shall love to 
think of the youthful army 
that covers this wide land, 
trudging home after school 
with the message from Uncle 
Sam. 


PRIZE CONTESTS IN HISTORY 

The National Board for Historical Serv- 
ice has announced that the committee ap- 
pointed to read the essays written by high 
school teachers to which the first prize was 
given in the recently conducted State con- 
tests, has awarded the additional prize of 
$75 to Elmer W. Johnson, Roselle High 
School, Roselle, N. J. Second and third 
places are given respectively to Gilman H. 
Campbell, Rochester, N. H., and Theodore 
C. Blegen, Milwaukee, Wis. 

Professor Herman V. Ames, University 
of Pennsylvania, chairman ; Professor C. H. 
Van Tyne, University of Michigan; and 
Mr. Arthur W. Dunn, of the U. S. Bureau 
of Education, formed the committee of 
award in this interstate contest in which 
sixteen states were represented. Over 650 
essays on the subject, “Why the United 
States is at War,” were submitted by the 
public school teachers in these contests. 


PUBLICATIONS OF COMMITTEE 
ON PUBLIC INFORMATION 

I. Red White and Blue Series 

How the War Came to America. 32 pages. 
(Translations into German, Polish, Bohemian. 
Italian, Spanish, Swedish, Portuguese and 
Yiddish.) 

National Service Handbook. 246 pages. (15 
cents.) 

The Battle Line of Democracy. A collection of 
patriotic prose and poetry. 134 pages. (15 
cents. ) 

The President’s Flag Day Address, with Evi- 
dence of Germany’s Plans. 32 pages. 

Conquest and Kultur. Quotations from German 
writers revealing the plans and purposes of 
pan-Germanv. 160 pages. 

German War Practices: Part I — Treatment of 
Civilians. By Dana C. Munro and others. 91 
pages. 

German Treatment of Conquered Territory: 
Part II of “German War Practices.” By Dana 
C. Munro and others. 61 pages. 

War Cyclopedia: A Handbook for Ready Ref- 
erence on the Great War. By F. L. Paxson, 
E. S. Corwin, and S. B. Harding. 321 pages 
(25 cents.) 

War, Labor and Peace: Some recent addresses 
and Writings of the President. American 
Reply to the Pope: Address to the American 
Federation of Labor; Messages to Congress of 
Dec. 4, 1917, Jan. 8, and Feb. 11, 1918. 48 

pages. 

German Plots and Intrigues: Activities of the 
German System in the United States during 
the Period of Our Neutrality. By E. E. 
Sperry and W. M. West. 

II. War Information Series 

The War Message and the Facts Behind It. 32 
pages. 

The Nation in Arms. Two addresses by Secre- 
taries Lane and Baker. 16 pages. 

The Government of Germany. By Charles D. 
Hazen. 16 pages. 

The Great War: From Spectator to Participant. 
By A. C. McLaughlin. 16 pages. 

A War of Self-Defense. Addresses by Secretary 
of State Lansing and Assistant Secretary of 
Labor Post. 22 pages. 

American Loyalty. By American citizens of 
German descent. 24 pages. 

Amerikanische Biirgertreue. German transla- 
tion of No. 106. 

American Interest in Popular Government 
Abroad. By E. B. Greene. 16 pages. 

First Session of the War Congress. Complete 
summary of all legislation. 48 pages. 

The German War Code. By G. W. Scott and 
J. W. Garner. 16 pages. 

American and Allied Ideals. By Stuart P. Sher- 
man. 24 pages. 

German Militarism and Its German Critics. By 
Charles Altschul. 48 pages. 

The War for Peace. Views of American Peace 
organizations and leaders in the present war. 
By Arthur D. Call. 48 pages. 

Why America Fights Germany. By John S. P. 
Tatlock. 13 pages. 

The Study of the Great War: A topical outline 
with extensive quotations and reading refer- 
ences. By Samuel B. Harding. 96 pages. 
Single copies free to teachers. For class use, 
5 cents each. 

The Activities of the Committee on Public In- 
formation. By George Creel, Chairman of the 
committee. 

III. Loyalty Leaflets 

Friendly Words to the Foreign Born. By Judge 
Joseph Buffington. (Translations into the 
principal foreign languages are in prepara- 
tion.) 

The_ Prussian System. By F. C. Walcott, of the 
United States Food Administration. 

Labor and the War. President Wilson's Ad- 
dress to the American Federation of Labor. 
November 12, 1917. 

War Message to the Farmer. By President 
Wilson. 

Plain Issues of the War. By Elihu Root, Ex- 
Secretary of State. 

Ways to Serve the Nation. A Proclamation by 
President Wilson. 

What Really Matters. By a well-known news- 
paper writer. 

IV. Miscellaneous 

Germany’s Confession. A summary of the 
Lichnowsky Memorandum. 

V. Official Bulletin 

(Published daily; price, $5.00 per year.) 

The above publications are distributed free, 

except as noted. Address, Committee on Public 

Information, Division on Civic and Educational 

Publications, 10 Jackson Place, Washington, 

D. C. 



: # f GoLa « ►’ft' ten i 33 (Vi S i eriA t f GcilA-t *"f V tn* a | txjtM < i’ O-vt ■ 

NATI 0 1ST AL 

School Service 

PUBLISHED BY THE COMMITTEE ON PUBLIC INFORMATION 


Volume I WASHINGTON, D.C., NOVEMBER 1, 1918 Number 5 



THE UNITED WAR WORK 
CAMPAIGN 


Government Recognizes Seven Volunteer 
Organizations to Minister to Troops 
at Home and Overseas 

Equalling if not surpassing in signifi- 
cance the world’s congress of religions is 
the United War Work campaign which is 
organized for the purpose of raising $170,- 
500,000 to carry on the war work of the 
seven officially recognized volunteer orga- 
nizations which are ministering to the needs 
of our troops at home and overseas. These 
organizations are 
the Y. M. C. A., the 
Y. W. C. A., Na- 
tional Catholic War 
Council, Jewish 
Welfare Board, the 
American Library 
Association, the 
War Camp Commu- 
nity Service, and 
the Salvation Army. 

The Campaign 

“Our soldiers 
overseas are fight- 
ing the battle for 
democracy with a 
spirit and morale 
unexcelled in any 
other army,” de- 
clared President 
Wilson in comment- 
ing on this cam- 
paign. “Through 
the work which 
these seven organ- 
izations are jointly 
conducting, Ameri- 
ca is expressing our 
whole-hearted sup- 
port of our troops 
in camp and in the 
lines, and her anxious desire that the 
fine edge of their training as fighting men 
should be maintained. The activity of these 
organizations, therefore, in mobilizing the 
home, the club, and the church behind the 
army is of vital military value and will be 
of the most essential value in effecting the 
result. The United War Work Campaign 
of these societies is merely another indica- 
tion of that unity of spirit as a nation that 
is making it possible for us to win the war.” 
Such is the importance attached to this 
campaign by the commander-in-chief of the 
American armies. 

That the public might be relieved from 
the burden of an unnecessary number of 
campaigns for patriotic funds, President 


Wilson advised a joint campaign to be par- 
ticipated in by these seven volunteer or- 
ganizations, November 11 to 18, for the 
purpose of raising the necessary funds. 

Homes Back Clean Army 
Dr. John R. Mott, international leader 
of the Young Men’s Christian Association, 
is director general of the campaign acting 
in cooperation with a national executive 
committee of thirty-five, representing the 
seven different organizations. Thus Jew 
and Christian, Catholic and Protestant, are 
combined in a great war work campaign 
to put the American home, with home com- 
forts and cheer, back of what Dr. Mott has 


happily called “the cleanest army that ever 
marched.” 

The fund of $170,500,000 collected in this 
campaign is to be divided among the seven 
participating organizations on a pro rata 
basis in such proportion as the budget of 
each organization bears to the combined 
budget. 

Apportionment of Funds 

The apportionment is as follows: 

Young Men’s Christian 

Association $100,000,000 

Young Women’s Chris- 
tian Association 15,000,000 

National Catholic War 

Council 30,000,000 

(Continued on page 2) 


THE GERMAN SCHOOLS AS 
NURSERIES OF AUTO- 
GRAGY 


German and American Systems of Educa- 
tion Contrasted 

How has it been possible for the ruling 
class in Germany to hold seventy million 
people to a war program which has not only 
subjected them to suffering and sacrifice, but 
which also has condemned them to the wrath 
of an outraged world? By far the most 
satisfactory answer to this question is to be 
found in the organization of the German 
schools. Indeed, 
the striking con- 
trasts between au- 
tocracy and democ- 
racy are at no point 
more clearly re- 
vealed than in the 
differences between 
the German system 
of education and a 
democratic system 
like that of the 
United States. 

Caste System 

In Germany, 
there are really two 
separate and dis- 
tinct systems of 
schools. For the 
children of the 
masses, there are, 
first, the “People’s 
Schools.” These 
correspond very 
closely to the first 
eight grades of our 
American schools. 
About ninety per 
cent of all of the 
children attend 
these schools be- 
tween the ages of six and fourteen. The 
program of studies includes the subjects 
that we ordinarily associate with elemen- 
tary education — reading, writing, arithme- 
tic, the mother-tongue, geography, and his- 
tory. In addition to these subjects, the 
German schools lay very large emphasis 
upon religion. All of the subjects, includ- 
ing religion, are so taught that the “great- 
ness” of Germany, her “destiny” as a world- 
dominating nation, and the “wonderful” 
achievements of her rulers are emphasized 
at every point. Thus the children from 
their earliest years are accustomed, not 
only to unquestioned obedience to the rul- 
ing powers, but also to the idea that these 
(Continued on page 5) 


A Schoolroom in France, Used First to Shelter French Trpops, Now a Y. M. C. A. Canteen 


•) a 





THEUNITED WAR WORK CAMPAIGN 

(Continued from page 1) 

Jewish Welfare Board.. 3,500,000 
War Camp Community 

Service 15,000,000 

American Library Asso- 
ciation 3,500,000 

Salvation Army 3,500,000 

Iso subscription will be solicited for any 
one organization. If individuals prefer to 
contribute to any particular organization 
the contribution will bo credited to the 
fund of that organization but shall be con- 
sidered as a part of the total to which the 
organization is entitled. 

One hundred seventy million five hun- 
dred thousand dollars means less than one 
dollar a week for the comfort, cheer, and 
entertainment of each of the boys of our 
Army and Navy. What miracles of morale 
these few dollars perform in bringing to 
our boys daily reminders of the confidence 
and affection of the folks back home! 


NATIONAL SCHOOL SERVICE /j ^^Npvember i, 1918 

VICTORY BOYS AND VICTORY 


An average of 100 of the best actors and 
actresses in America are touring the huts 
in France all the time. 

More than a thousand athletic directors 
abroad, and an erpial number in America, 
direct the recreations of our soldiers. 

On an average more than 15 miles of 
moving picture films are shipped to France 
weekly. The attendance at the free motion 
picture shows averages 2,500,000 a week. 


GIRLS 

Every boy and girl in America is chal- 
lenged to serve and to sacrifice during the 
United War Work Campaign which is or- 
ganized to raise $170,500,000 to provide 
for the comfort and happiness of our sol- 
diers and sailors. A special opportunity ’3 
extended to boys over 14 years of age to 


What the Fund Does 


Here are a few of the things this sum of 
money will continue to make possible : 

More than 36,000 separate huts, clubs, 
hotels, restaurants, hostess houses, ware- 
houses, and garages are now used by these 
organizations in addition to the hundreds 
of buildings occupied in peace times. 

In camps and cantonments there are 842 
libraries and 1547 branches containing a 
total of 3,600,000 books and 5,000,000 
copies of periodicals. 

More than 125,000,000 sheets of writ- 
ing paper are furnished free to the sol- 
diers every month. 

The copies of the Scriptures and other 
books sent abroad, if piled one upon the 
other, would make a pile more than 20 
miles high. 

More than 500 tons of supplies for the 
boys leave our ports every week. 


V. M. C. A. Canteen Dug-out 150~Yards from the German Lines 


Children Inspire Fighters 

“What an inspiration it will be to each 
of our fighters/’ declared Bishop Muldoon, 
Chairman of the National Catholic War 
Council, “to know that one boy or one girl 
has earned and given $5.00 for his comfort 
and cheer. We cannot furnish an enlisted 
man no better proof of the solid backing of 
a closely united nation.” 

Every teacher, in America who has boys 
and girls eligible to these organizations 
should cooperate with the local campaign 
directors to see to it that not only two mil- 
lion boys and girls but that every boy and 
girl over 14 years of age may, when the war 
is over, be able to say proudly, “I had my 
part in winning the war. I earned the 
money to give comfort and cheer to an 
American soldier.” 


Salvation Army Girls Baking Pies for Soldiers at the Front 


In short, wherever you find a soldier or 
sailor you find the evidence of the loving 
care of the folks at home expressed through 
the medium of one of these organizations. 


become Victory Boys, an organization 
which has as its slogan “A million boys 
behind a million fighters.” Similarly, girls 
over 14 years of age are urged to become 
Victory Girls. 

These two organizations belong to the 
“Earn and Give” division of the United 
War Work Campaign. When a boy or girl 
enrolls in either organization he or she 
pledges to earn and give a stated sum for 
war work. This means that no one is to 
give any money that he has not earned. The 
definite goal for Victory Boys is the secur- 
ing of one million boys, each to earn and 
give at least $5.00. No one is allowed to 
secure gifts for any part of his pledge. He 
may use his savings provided they repre- 
sent his own earnings. 


n. of w. 

MAS ; 15 jgjg 




November 1, 1918 


NATIONAL SCHOOL SERVICE 


3 





A German Concrete Gun-pit Now Used As a Y. M. C* A- Hut 


ber that the disease is spread by breathing 
germ-laden matter sprayed into the air by 
the patient in coughing or even in ordinary 
breathing. The attendant should therefore 
wear a mask over the mouth and nose while 
in the sick room. Such a mask is easily 
made by folding a piece of gauze four-fold, 
sewing a piece of tape at the four corners, 
and tying the upper set of tapes over the 
ears, the lower set around the neck. If 
the folded piece of gauze is about six inches 
square, it will nicely cover the mouth and 
nose. Such a mask can be worn without 
discomfort for several hours, after which 
it can be boiled in water, dried, and be 
used again. 

The attendant should always wash her 
hands with soap and water immediately 
after waiting on or touching the patient. 


Cozy Refuge "at the Front 

This is important for carelessness in this 
direction may easily cause the attendant 
to become infected with the disease germs. 

It is desirable that all attendants learn 
how to use a fever thermometer. 

In closing, and lest I be misunderstood, 
I wish to leave one word of caution. If in 
doubt, call the doctor. 


BAD FAITH OF THE GERMAN 
GOVERNMENT 

The reasons why we cannot enter into 
peace negotiations with Germany now are 
the same as they were a year ago. They 
were indicated in President Wilson’s re- 
ply to the Pope, on August 27, 1917 : 

We cannot take the word of the pres- 
ent rulers of Germany as a guarantee 
of anything that is to endure, unless 
explicitly supported by such conclu- 
sive evidence of the will and purpose 
of the German people themselves as 
the other peoples of the world would be 
justified in accepting. Without such 
guarantees, treaties of settlement, 
agreements for disarmament, covenants 
to set up arbitration in the place of 
force, territorial adjustments, reconsti- 
tution of small nations, if made with 
the German Government, no man, no 
nation could now depend on. We must 
await some new evidence of the pur- 
pose of the great peoples of the Cen- 
tral Powers. God grant it may be 
given soon, and in a way to restore 
the confidence of all peoples everywhere 
in the faith of nations and the possi- 
bility of a covenanted peace. 

Nothing has since occurred to change the 
force of this argument. 


the room or just outside the door. 

If the patient is feverish a doctor should 
be called, and this should be done in any 
case if the patient appears very sick or 
coughs up pinkish (blood stained) sputum, 
or breathes rapidly and painfully. 

Most of the patients cough up consid- 
erable mucus ; by some there is much mucus 
discharged from the nose and throat. This 
material should not be collected in handker- 
chiefs, but rather on bits of old rags, or on 
toilet paper, or on paper napkins. As soon 
as they are used, these rags or papers should 
be placed in a paper bag kept beside the 
bed. Pocket handkerchiefs are out of place 
in the sick room, and should not be used by 
patients. The rags or papers in the paper 
bag should be burned. 

The patients will not be hungry, and 
the diet should therefore be light. Milk, 
a soft boiled egg, some toast or crackers, 
a bit of jelly or jam, stewed fruit, some 
cooked cereal like oatmeal, hominy, or rice 
— these null suffice in most cases. 

The comfort of the patient depends on 
a number of little things, and these should 
not be overlooked. Among these may be 
mentioned a well ventilated room; a thor- 
oughly clean bed with fresh, smooth sheets 
and pillow cases; quiet, so that refreshing 
sleep may be had ; cool drinking water 
conveniently placed ; a cool compress to 
the forehead if there is headache; keeping 
the patient’s hands and face clean, and 
hair combed ; keeping his mouth clean, pre- 
ferably with some pleasant mouth wash; 
letting the patient know that someone is 
within call, but not annoying him with too 
much fussing ; giving the patient plenty of 
opportunity to rest and sleep. 

It is advisable to give the sick room a 
good airing several times a day. The pa- 
tient should be well protected against cold 
and draughts and then the windows should 
be opened wide to let in the fresh air. 

Cautions for Attendants 

So much for the patient. It is equally 
important to consider the person who is 
caring for him. It is important to remem- 


United in Service for Soldiers 

With the present acute shortage of doctors 
and nurses in all parts of the country (about 
30,000 doctors and 20,000 nurses have gone 
into military service) every unnecessary 
call, he declares, makes it so much harder 
to meet the urgent needs of those who are 
seriously ill. 

Care of the Patient 

Every person who feels sick and appears 
to be developing an attack of influenza 
should at once be put to bed in a well ven- 
tilated room. If his bowels have moved 
regularly it is not necessary to give a 
physic; where a physic is needed, a dose of 
castor oil or Rochelle salts should be given. 

The room should be cleared of all un- 
necessary furniture, bric-a-brac, and rugs. 
A wash basin, pitcher and slop bowl, soap 
and towels should be at hand, preferably in 


SURGEON-GENERAL BLUE 
URGES HOME CARE OF 
THE SICK 


Because of the Acute Shortage, Doctors and 
Nurses Should not be Called in 
Unnecessarily 

It is imperative that people stop calling 
doctors and nurses unnecessarily in mild 
cases of influenza, according to Surgeon- 
General Blue of the Public Health Service. 


4 


NATIONAL SCHOOL SERVICE 


November 1, 1918 


GERMAN LINES COLLAPSE 
ON WESTERN FRONT 


President Wilson Insists Upon the Aboli- 
tion of Autocratic Governments in 
Germany and Austria 

The terrific struggle begun by the French 
and the Americans for the possession of the 
Argonne Forest on September 26 ended 
on October 10 when the last of the Germans 
cere cleared out of that formidable for- 
tress. Not far behind the Germans lay 
the single railroad line running by way of 
Metz to Germany which, by the Franco- 
American victory, was seriously imperiled. 
In anticipation of this situation the Ger- 
mans had constructed a series of defenses 
north and east of the Argonne Forest, 
known as the Kriemhilde line. The Amer- 
icans have lost no time in attacking 
this position. On October 16 they swarmed 
across the Aisne River where by the capture 
of Grand Pre they broke the Kriemhilde 
system of defense at a vital point. At the 
same time the Americans advanced along 
the eastern bank of the Meuse, thus com- 
pletely removing the German menace to 


Verdun and placing our army in a posi- 
tion to strike a vital blow at the enemy’s 
line of communications. 

German Center Breaks 

Of even greater importance is the pro- 
gress which has been made by t he combined 
attack on the center of the German line 
between Cambrai and St. Quentin. After 
capturing these two places the lines have 
been pushed steadily to the east and are 
now well beyond Le Gateau and Bohain. 
The result of these victories so seriously 
endangered the German army to the south 
that, on October] 2, it began a hasty retreat 
from its well prepared positions in the St. 
Gobain massif and on the Chemin des 
Barnes. Within two days the important 
towns of Laon, La Fere, and Vouziers were 
captured. Thus a large portion of northern 
France, which had been under German dom- 
ination since 1914, was set free. 

Western Belgium Freed 

In Flanders the allied army began a new 
drive against the German positions on Oc- 
tober 14. Within two days Roulers, Thou- 
rout, and Menin, with 11,000 prisoners, 
were captured. This conspicuous victory 


placed the German position on both flanks 
in such great danger that, on October 17, 
the Germans evacuated both Lille and Douai 
which were immediately occupied by the 
British. On the same day the Germans fled 
from the entire Belgian coast. Ostend and 
Zeebrugge, long used by the Germans as 
submarine bases, were occupied by British 
forces. Later the British captured Bruges, 
Thielt, and Courtrai, and pushed on toward 
Ghent and Brussels. The deliverance of 
these Belgian and French cities has natu- 
rally caused great rejoicing among the 
Belgian and French people. 

Serbians Recover Homeland 

On the eastern front the Serbian and 
Italian armies are rapidly recovering Ser- 
bia, Albania, and Montenegro from the flee- 
ing Austrians. Elabasan and Burazzo in 
Albania have fallen to the Italians while 
fully two-thirds of Serbia, including the 
cities of Nish, Krushevatz, and Novibazar, 
are now free from the enemy. 

Aleppo Threatened 

In Syria the allied forces have continued 
to make great progress to the northward. 
After the capture of Beirut on October 8 



Mop Showing Allied Progress on Western Front from July 18 to October 21. Heavily Shaded Area Shows One Month’s Advances 


November 1, 1918 


NATIONAL SCHOOL SERVICE 


5 


Tke Sckool System, of tke Urvited States 
Educational Opportunity to All 


Graduate Scfioo/s | 
Professional 
Schools 


Technical l 
and Ayricuiturah 
Colleges. /formal 
Schools [ 


' C omfi i ? t I 

St w **r>t . 

'»sy\ 

T'lilf fC> 


£usiness\ 
Trade and 
Industrial / 
School! JOi 7>d 

Norm}/ school 


r v — ' 


( Competent Students 
m ay transfer 
h ere 


1 


intermediate or < | 
uTunior i/iyh SchootY, 

E/rment ary Schoo/ 

8-years . Studies 
practica/iy Common 
to a //. 


Ainderyarienfpract/callyJ ~ Rye & 
Rye ^ 


unknown in Germany ' 
td I? ere it oriyinatedf 


Co/- 
1 ley a 


Rye 22 

Unn/rersiiies 
and 
Co li eyes 
— Rge /S 


op*n Jo o*~ 
to */mos t 
Every /en e 


' Rye /J2 


: above 

R/yh School 
diversified 
3 t uj i c S 

Aye /V 

open door to any 
fine above 


Tke Sckool System 
of Germany 


ScAoo/j for {he Masses 
(90 Vo) 



Age 9 (Dead -hoe ) 


Schoo/y for (he 

Privi/egef Classes (/Of) 


Un ii/ersit 


Pr 


ofe 


fHynerl ?chivcdl 


ano 


Sch 


$ 

■s. 

</> 

n> 

c: 

i 


sue na! 


Cop, met cia! 


/es 


oot 


Up to the aye of it/ne a. 
pup Us -from the n 
People's School may 2, 
pass tothe other qq! 

groups of schools Aye6 

After the ayo o f 
hi/ne transfer /s p ra ct / c a! !y / mp o ss '/He 


'1 + 

■C 


0 

1 

.15 

AS 


Aye 18 


- -Aye!3 


—Aye y 


Aye G 


they took possession of Tripoli on the 
coast and of Homs in the interior. Aleppo, 
the great railroad junction to the north, is 
now little more than one hundred miles dis- 
tant. In this remarkable campaign Indian 
troops have taken a prominent part. In- 
deed the fact that up to July 31, 1918, 
India had conti'ibuted no fewer than 
1,115,189 men to the British army is a new 
and singular tribute to Great Britain’s sys- 
tem of colonial government. 

Germans Despair of Victory 

These continuous victories by the Allies 
have at last convinced the Germans that 
they have lost the war. To the questions 
asked by President Wilson, October 8, the 
German Secretary of Foreign Affairs, Solf, 
returned a favorable answer on October 12 
in which he asked for the appointment of 
a joint commission to carry out the pro- 
posed evacuation. 

Two days later, the President reminded 
Germany that the only satisfactory process 
of evacuation must guarantee “the present 
military supremacy” of the Associated 
Powers, called attention to continued “acts 
of inhumanity, spoiliation and desolation,” 
and to the peace condition requiring the 
destruction or reduction to virtual impo- 
tency of arbitrary power. 

On October 20, Germany suggested the 
“actual standard of power” as a basis of 
armistice and announced a change in the 
German constitution, to give the people rep- 
resentation in decisions concerning peace 
and war. The President promptly declared 
that the only satisfactory armistice must 
leave the Associated Powers in position “to 
make a renewal of hostilities on the part of 
Germany impossible,” and made it plain 
that, if the United States “must deal with 
the military masters and the monarchial 


autocrats of Germany” now or later, “it 
must demand, not peace negotiations, but 
surrender.” 

President Wilson has . also informed 
the Austro-Hungarian government that, 
since the allied governments have now 
recognized the independence of the Czecho- 
slovaks, he is not at liberty to accept 
the mere autonomy of these people which 
the Emperor of Austria -Hungaria has 
recently declared that he will grant. 

THE GERMAN SCHOOLS AS NURS- 
ERIES OF AUTOCRACY 

(Continued from page 1) 
rulers have already made their country 
great and can readily increase its power. 

Common People Blocked 

The pupils in these “People’s schools,” 
it should be remembered, are not expected 
to think much for themselves and are con- 
sequently not trained to do independent 
thinking. The rulers have, needed for their 
purposes a docile mass of common people. 
But they also need common people who are 
intelligent enough to work efficiently. With- 
in narrow limits, then, the schools develop 
skill and intelligence among all of the 
children, but the rulers see to it that every 
channel of further progress is carefully 
blocked. For a boy or a girl who has gone 
through one of the People’s schools to go on 
to what we should call a high school is so 
rare in Germany that it is looked upon al- 
most as a miracle. In America, at least one. 
pupil in every Jive entering the first grade 
goes on into the high school ; in Germany, 
of those passing from the People’s Schools 
to the higher institutions, the ratio is said 
not to be more than one in ten thousand! 


Docile Subjects of the State 

What becomes of these children of the 
masses when they have finished the Peo- 
ple’s schools? Their further “education” 
is by no means neglected, but it is an 
education designed solely to perfect them 
in their trades and occupations and to 
make them efficient, docile, and content- 
ed citizens. It is distinctly not intended to 
fit them for leadership or for active partici- 
pation in the affairs of government. They 
may enter trade schools, of which Germany 
has a large number, or, if they go to work 
at once, they are in most of the German 
states compelled to spend a certain number 
of hours each week in “continuation 
cehools,” where they are taught subjects 
pertaining to their work and given addi- 
tional “instruction” in what the rulers 
believe to be “good citizenship” for the 
masses — that is, willingness to follow 
the guidance of their leaders and to 
make themselves valuable in their own 
restricted spheres. 

Classes Think for Nation 

So much for the education of the masses. 
For the “classes,” all is different. They are 
to do the thinking and planning for the 
nation— subject, of course, to the supreme 
will of the All-Highest. To them are open 
the secondary schools, the great technical 
schools, and the universities. 

The secondary schools of Germany are 
not like our high schools. They take pupils 
at the age of nine and keep them until they 
are fifteen or eighteen. Prior to entering 
the secondary school, the pupil has usually 
attended for three years a preparatory 
school called the Vorschule, although in 
some cases children are admitted to the 
secondary school at the close of the third 


6 


NATIONAL SCHOOL SERVICE 


November 1, 1918 


year of the People’s schools. If a boy ex- 
pects to go to the university and prepare 
for a profession (law, medicine, theology, 
or the higher branches of teaching), he en- 
ters, at the age of nine, a Gymnasium, or 
classical school. If he intends to be an en- 
gineer or a chemist or a leader in some 
other technical or industrial field, he goes 
into the Realgymnasium or the Oberreal- 
schule, both of which prepare for the tech- 
nical colleges as well as for the universities. 
In both cases, the period of preparation ex- 
tends through nine years. If, however, he 
is going into business or expects to do a 
lower type of work in the industries, he 
enters the Realscliule, where he remains 
for only six years or until he is fifteen years 
old. While the People’s schools are prac- 
tically free, a substantial tuition fee is 
charged for instruction in the secondary 
schools; hence the latter are, in any case, 
closed to the children of the poor. 

Classes Subservient to Ruler’s Will 

Germany has given much encouragement 
to the children of the “classes” to continue 
their education and fit themselves for pro- 
fessions and for political, industrial, and 
commercial leadership. Among other things, 
she requires in peace times only one year 
of military service from those who attend 
a secondary school for a certain number 
of years. She also gives an official social 
status to those who have gone through these 
schools and through the universities or the 
higher technical schools. Thus, although 
making the great masses of her people nar- 
rowly intelligent and narrowly skillful and 
efficient — while still keeping them docile 
and subservient to their rulers — she also pro- 
vides for a goodly number of broadly edu- 
cated leaders and thinkers, who, because 
of the privileges that have been given 
them, are also willing tools of the rulers. 

Could anything in the way of education 
be more cunningly contrived to realize 
what the war has clearly proved to be Ger- 
many’s ambition for world-conquest? 

German Schools Contrasted With American 

The contrast with our American plan of 
education is obvious. Our system, though 
often referred to as “an educational lad- 
der,” is better characterized as a broad high- 
way, open to all. Practically all American 
children attend the same kind of a school 
for the first six or eight years of their 
school life. Those who go on enter the 
secondary school at about the age of four- 
teen, instead of at the age of nine as in 
Germany. This means that children are 
kept together much longer. Children of all 
types and kinds meet in the same classes, 
mingle together on the same playgrounds, 
study the same lessons, compete for the 
same honors, participate in the same social 
activities. This makes for a mutual under- 
standing and a mutual sympathy that lie 
at the very basis of democracy. Some peo- 
ple marvel at the fine democracy of our 
army — the working together of all types of 
men, rich and poor, native and foreign- 
born, in a common cause. It is a fine thing, 
but when we remember that most of these 
men throughout their school lives were 
doing this very thing, the marvel, in a sense 
at least, disappears. 

Door of Opportunity Always Open 

But the laying of a basis of common eul- 


COMBATING INFLU- 
ENZA 

1. Influenza is a germ dis- 
ease. 

2. Influenza is highly catch- 
ing. 

3. Influenza is probably 
spread mostly by breathing 
air containing tiny particles 
of germ-laden mucus. 

4. Germ - laden mucus is 
sprayed into the air when 
careless or ignorant people 
cough or sneeze without cov- 
ering their mouths and noses. 

5. Anything soiled with 
germ-laden mucus from the 
nose or mouth of an influenza 
patient is dangerous. 

6. Those who come into 
contact with influenza pa- 
tients or who wait on them 
should always wash their 
hands after such contact. 
They should wear gauze masks 
to prevent breathing germ- 
laden mucus coming from the 
patient . — United States Public 
Health Service. 


ture, common interests, mutual understand- 
ing, and mutual sympathy is only one of 
the ways in which our American schools 
reflect the true spirit of democracy. The 
outstanding virtue in our organization lies 
in the fact that the door of opportunity is 
continually open. In Germany, a child who 
has passed the third year in the People’s 
schools, who has passed the age of nine, is 
practically predestined to a certain type of 
life. No matter what aptitudes he or she 
may later reveal, there is, broadly speaking, 
no provision by means of which a different 
career can be prepared for. But in our 
American schools there is no such closing 
of the doors at these early ages. 

American Schools Truly Democratic 

That our schools have faults, and some 
very grave faults, no one would deny. But 
in these two ways, at least they have de- 
veloped consistently with the democratic 
ideals — they have kept the children of all 
classes together during a most impression- 
able period of their lives, and they have 
kept the doors of opportunity open. We 
can learn some lessons, even from German 
education, just as we have learned some 
lessons from German military organization. 
But these lessons mainly concern matters 
of detail. A vastly more important lesson 
Germany may and probably will learn from 
us — the lesson of true democracy nurtured 
by a democratic school system. Indeed, 
there was in Germany, before the war, a 
distinct movement toward the reorganiza- 
tion of the schools on something approach- 
ing the American plan. A six-year “unit 
school” was projected, which was to be, like 
our American elementary school, a “common 
school” for all. Under such an organiza- 
tion, the separation of children would be 
postponed until the age of twelve. Reports 
show that this reform has had a serious 
set-back since the war began. — TV. C. B. 


PUBLIC HEALTH SERVICE 


Teachers Are Offered Materials and Help 

in Assisting to Preserve Nation’s Health 

What havoc can be wrought by a single 
communicable disease is well shown in the 
figures just given out by the War Depart- 
ment concerning the prevalence of “Span- 
ish” influenza among the military forces 
of the United States. These show that up 
to the 'present time over 275,000 soldiers 
have been affected, and that over 13,000 
have died as the result of influenza. This 
is nearly as many as have been killed in 
action since this country entered the war! 

According to an official statement re- 
cently made by Surgeon-General Rupert 
Blue of the United States Public Health 
Service, the most effective single weapon 
with which to combat influenza and other 
communicable diseases is popular health 
education. This being the case, a great 
responsibility rests on all the school teach- 
ers throughout the country. They must 
teach the children the essential facts re- 
garding these diseases^especially how they 
are ordinarily spread from person to person 
and how this may be prevented. 

Health instruction should begin in the 
lowest grades in school, and should continue 
throughout the child’s entire school life. In 
the lowest grades simple directions regard- 
ing washing of the hands and face, brushing 
of the teeth, and dangers lurking in the 
common drinking cup should be given ; 
later, as the child is able to comprehend, 
some explanation as to the reasons for these 
directions should be added. In the upper 
grades the children are ready for simple 
instruction regarding the germ nature of 
infectious diseases, and regarding impor- 
tant matters of personal and public hy- 
giene and sanitation. 

The United States Public Health Service 
has available a large number of instructive 
leaflets dealing with all phases of public 
health and hygiene, and will be glad to 
supply teachers with these on request. 
Many of them can be supplied in quantity 
for distribution to the pupils. Requests 
should be addressed to United States Public 
Health Service, Washington, D.C. In writ- 
ing, please mention this announcement in 
National School Service. 


AMERICAN MINERS TO WORK 
LENS MINES 

When the Germans were forced out of 
the coal regions in the neighborhood of 
Lens, there was already on hand, waiting 
to take over the operation of the mines, a 
body of American coal miners, equipped 
with the latest mining machinery. 

The mines in the Lens district were 
prizes which had fallen to the Kaiser’s 
armies. It became apparent some time 
ago, however, that the Germans must soon 
give up their conquests. American mining 
units were immediately organized and ma- 
chinery gathered, even to fire-fighting ap- 
paratus in the event that the Germans 
should fire the shafts. 

General Pershing’s forces, as well as 
those of the British and French, will un- 
doubtedly get some of their coal for the 
coming winter from these recaptured veins. 


November 1, 1918 


NATIONAL SCHOOL SERVICE 


7 


THE BACK TO THE SCHOOL 
DRIVE 


Children’s Bureau and Council of National 
Defense Unite to Enforce School 
Attendance Laws 

“Boys and girls be patriotic! Enlist in 
school today ! ” 

That is the slogan with which the Chil- 
dren’s Bureau of the United States Depart- 
ment of Labor is opening the third drive of 
Children’s Year. The object of this Back- 
to-Sehool drive may be stated in the words 
used by the President in a letter to the 
Secretary of the Interior, “That no boy or 
girl shall have less education because of the 
war.” The drive is aimed, first, to get back 
to school as many as possible of the chil- 
dren under 16 years of age who have left 
school during the past year to go to work, 
and, second, to keep them there. 

In this campaign the school house is 
absolutely indispensable. It must be the 
base of operations for any successful back- 
to-school drive. Bealizing this, the child 
conservation section of the Council of Na- 
tional Defense, in whose hands the active 
work of the drive will be, has urged each 
community council to appoint a school wel- 
fare committee for every schoolhouse. 
These more than 281,000 committees are 
to work in cooperation with the teachers. 

Keep Children in School 

To keep children in school in spite of the 
demands of war time conditions is as pa- 
triotic a task as any war work that can be 
done. As Secretary Wilson of the United 
States Department of Labor puts it: “The 
children are our last reserves .... If we are 
not to go down to defeat in the battles of 
peace, we must have an army of reserves 
who are strong in body, well trained in 
hand and mind. It is the children who are 
in school today who will see to it that their 
fathers and brothers who have fought and 
died in this war, have not fought and died 
in vain. We must keep them in -school and 
see that they get there the equipment they 
need for the work that is before them.” 

But the children are not staying in school. 
Investigations made by the Children’s Bu- 
reau in many large industrial centers have 
shown that hundreds of boys and girls, 
lured by high wages, are leaving school to 
go to work. The greater part of them are 
doing work that offers no “future.” 

Not Needed in Industry 

And they are not needed in industry now. 
Their work is not necessary to war. The 
United States Employment Service, which 
is mobilizing the labor of the country, has 
issued an order to all its agents to dis- 
courage children under 10 from leaving 
school to enter industry. 

How to get children who have once left, 
school for work back into the classroom is 
something of a problem. The school wel- 
fare committees are planning to solve that 
problem by visiting the homes of those 
children under 16 years of age who have 
left school this year or who failed to return 
after summer vacation. In the case of 
very bright children, who are forced to 
go to work to help out with the family 
budget, some local committees are planning 
to furnish scholarships to keep them in 


school. The Bed Cross is already furnish- 
ing scholarships to those children who have 
to leave school because a father or an older 
brother is with the colors. 

Teachers Cooperate 

The part of the teachers in this drive 
will be, chiefly, to furnish the lists of chil- 
dren required by the committee and to 
help, if they are called upon, in the home 
visiting. Many large city schools employ 
vocational advisers, who consult with the 
children who are about to leave school and 
try to show them the value of further edu- 
cation. In small towns and rural districts, 
that duty is the teacher’s. It is the teacher 
who must watch for the first sign of rest- 
lessness in a boy or girl, and who must 
endeavor to make what the school has to 
offer seem more worth while than the indus- 
trial world with its alluring prospect of 
high wages and independence. 


SAVE PAPER 

The Government’s require- 
ments for all kinds of paper 
are increasing rapidly and 
must be supplied. 

Paper making requires a 
large amount of fuel which is 
essential for war purposes. A 
pound of paper wasted repre- 
sents from one to three pounds 
of coal wasted. 

Paper contains valuable 
chemicals necessary for war 
purposes. Economy in the use 
of paper will release a large 
quantity of these materials for 
making ammunition or poison- 
ous gases. 

Paper making requires labor 
and capital, both of which are 
needed in war service. 

Paper making requires trans- 
portation space. Economy in 
the use of paper will release 
thousands of freight cars for 
war purposes. 

Greater care in the purchase 
and use of paper will save 
money. Your savings will 
help finance the war. 

Strictest economy in the use 
of paper will prevent a short- 
age . — War Industries Board. 


MUCH IN LITTLE 

Certain fresh fruits contain 10 per cent of 
sugar, some dried fruits run to 50 per cent, 
and syrups sometimes contain 75 per cent of 
sugar; but what we call sugar is almost 100 
per c-ent real sugar. 

A pound of sugar is practically a pound 
of food such as soldiers need more than do 
we at home — a quick energizer. When we 
ship sugar we put the most food in the least 
space possible. A ship loaded with sugar 
is practically 100 per cent efficient; a ship 
loaded with fruit and syrup isn’t. 

A ship and a soldier’s kit must carry as 
much as possible in as little space as pos- 
sible. A problem— but don't stop to figure. 
Use the answers given you. One is — eat the 
fruit and syrup and send the sugar. 


SAVE WASTE PAPER! 


An Appeal to the Boys and Girls of Amer- 
ica from the War Industries Board 

Your country is proud of the way in 
which you have responded to every appeal 
made to you since the beginning of the war, 
and it is going to be more proud before 
the war is over, and prouder still when it 
is over and the full value and extent of 
your services are realized. You have shown 
a practical patriotism that might well 
shame many an older person. You have sold 
Liberty bonds and War Savings stamps. 
You have done your share and more in the 
matter of food conservation. You have knit- 
ted and rolled bandages, contributed eag- 
erly to every drive for money and, in short, 
proved yourselves 100 per cent American. 
And because this is so, to the latest appeal 
of your government you will give the same 
enthusiastic supj>ort that you have given 
to all others. 

That appeal is to save paper. Not to 
save paper that has been used — although 
that, too, is necessary — but to save paper 
that hasn’t been used ; in other words, to 
use just as little of it as you possibly can. 
We are so accustomed to having all the 
paper that we want that just at first it is 
hard to realize that there is a scarcity of 
it. But there is; a real scarcity, and one 
that is growing. It is scarce because the 
things that go into the making of it, such 
as wood pulp, sulphur, caustic soda, and 
chlorine, are scarce. And paper making 
requires fuel, labor, transportation space, 
and money, all of which can be used in 
better ways for the winning of the war. 

To start with, give up the scratch pad 
habit. Don’t use wrapping paper or bags 
when you can do without them. Don’t 
write needless letters or notes. Make what 
paper you have on hand last until the war 
is over. And, too, both by example and by 
word of mouth, persuade others to do the 
same. Uncle Sam says we can get along 
nicely on a fourth of the paper we now use. 
All right, let’s do it. It isn’t much of a 
sacrifice he is asking, after all, and when 
you think that every scrap not wasted re- 
leases just so much sulphur and chlorine to 
be made into poisonous gases with which 
to beat the enemy at his own game, why, 
saving paper — even going without it alto- 
gether — is going to be the easiest thing 
you do! 


AVOID THE BONFIRE 

Avoid the bonfire! Do not burn your 
waste paper. It is far too valuable just 
now. Flatten out your cornmeal box, your 
oatmeal box, your sugar, coffee, and starch 
boxes, and store them carefully against the 
junkman’s visit, the call of the Salvation 
Army, or the Red Cross worker. Besides the 
paper pulp so precious now, these empty 
boxes contain much valuable chemical ma- 
terial, even more precious in this hour. 

Save your egg cartons, your cake boxes, 
paper bags, paper plates, and boxes of all 
kinds, and make them do double and treble 
duty. When they are too soiled for fur- 
ther use, do not burn them. Save them as 
waste paper. In the soiled and torn re- 
mains are also precious chemicals and 
paper pulp. Send them to the mills again. 



8 


NATIONAL SCHOOL SERVICE 


November 1, 1918 


National School Service 


Published Twice a Month During the School Year 
by the Committee on Public Information, 
George Creel, Chairman 


Mailed free to teachers. Subscription price to all 
others, SI. 00 a year. Address business communica- 
tions, such as those concerning subscriptions or fail- 
ure to receive numbers, to Henry Atwater, Business 
Manager, 461 Eighth Avenue, New York. Address 
editorial communications to National School 
Service, 10 Jackson Place, Washington, D. C. 


EDITORIAL STAFF 

Gut Stanton Ford Director 

W. C. Baoley Editor 

J. W. Sk arson Managing Editor 

Samuel B. Harding Historical Section 

Mabel Carnet Rural Schools 

Fannie W. Dunn Rural Schools 

Lula McNally Cain Primary Grades 

Alberta Walker Intermediate Grades 

Chas. A. Coulomb, Upper Grades and High School 

ADVISORY EDITORIAL BOARD 

Mrs. Mary C. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colorado. 

J. A. C. Chandler, Superintendent, Public Schools, 
Richmond, Virginia. 

L. D. Coffman, Dean, College of Education, Uni- 
versity of Minnesota, Minneapolis, Minnesota. 

R. J. Condon, Superintendent, Public Schools, 

Cincinnati, Ohio. 

Thomas E. Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Education, 
Albany, New York. 

Miss Alice Florer, Assistant State Superintendent, 
Lincoln, Nebraska. 

Rev. Augustine F. Hickey, Diocesan Supervisor of 
Schools, Boston, Massachusetts. 

F. M. Hunter, Superintendent, Public Schools, 

Oakland, California. 

D. B. Waldo, President, State Normal School, 

Kalamazoo, Michigan. 

H. G. Williams, President, National Educational 

Press Association, Columbus, Ohio. 

STATE EDITORIAL BOARDS 

State Editorial Boards, each consisting of five 
members appointed by the State Superintendents, 
represent the classroom teachers of the several States. 


Every school pupil is a messenger for 
Uncle Sam. 


An important message now is the appeal 
for the United War Work Campaign. 


Another important message should carry 
to every home Surgeon-General Blue’s ad- 
vice regarding the treatment of influenza. 

Saving paper is an urgent necessity. 
Teachers and school children are asked to 
do their utmost to help. While directions 
for saving are given in each issue of Na- 
tional School Service, this publication 
willingly acquiesces iu regulations requir- 
ing the strictest economy, thus attempting 
to practice what is preached. 

Do not let “peace rumors” interfere with 
the war work of the schools. Whether 
peace comes in a week or a month or a year, 
the great “war” enterprises of the schools 
will not stop. Peace tomorrow would not 
lessen by one whit the need for saving food, 
fuel, and labor; it would not lessen in the 
slightest measure the need for supporting 
the Red Cross, the Y. M. C. A., the Knights 
of Columbus, the Salvation Army, the War 
Library Service, and the other agencies 


that are doing so much for our soldiers; 
it would not diminish the importance of 
teaching the war intelligently in the 
schools. Far from meaning an end of the 
“war work” in the schools, peace — when it 
comes — will really mean a redoubling of 
effort. The inevitable tendency toward a 
“letting down” in enthusiasm will place 
upon the schools an increased responsibility 
for stimulating civilian morale. What is 
gained by the sword must be preserved and 
extended. What the fighting men are so 
splendidly achieving it will be our duty to 
“carry on.” 

MEETING DEMANDS 

A word of explanation is due the teachers 
who have expressed their appreciation of 
National School Service, and especially 
to those who have asked for it and are 
willing to pay for it for class use. 

Our policy in this matter must fit our 
budget. The Committee on Public Infor- 
mation does not have unlimited funds. Its 
work is supported by a definite Congres- 
sional appropriation of $1,250,000 for the 
year. The Division of Civic and Educa- 
tional Publications is only one of many 
divisions through which the Committee ful- 
fills the duties and responsibilities laid up- 
on it. In that division National School 
Service is only one of the publications. The 
demands for the pamphlets ran to nearly 
30,000,000 copies last year and their use in 
schools and colleges and homes and camps 
indicates that this expense must go on. 

The sale price attached to a few of these 
does not give the Committee larger funds 
nor would the sale of copies of National 
School Service help us, for the law 
under which the Committee acts requires 
all receipts, except those of the film divi- 
sion, to be turned back into the general 
Treasury of the United States, and only a 
new law or appropriation act could put 
them at our disposal. Sales of copies and 
even subscriptions from those who are not 
teachers would only increase our printing 
bill and eat into our funds and endanger 
our program of sending one copy of the 
National School Service to every teacher. 
We must carefully guard our funds if we 
are to make them carry the regular list. 


I feel sure the teaching body will under- 
stand that our inability to meet such re- 
quests for class use and libraries, is simply 
in order to be sure that our appropriation 
covers if possible a whole year’s issue 
strictly to teachers. G S F 

“SOMEBODY MEANS ME" 

We often hear it said: “What is 
everybody’s business is nobody’s busi- 
ness.” Some people wait to be (jailed by 
name before volunteering for service, but 
we are all learning to stand at attention 
when the general orders are sent forth 
and to remember that they are addressed 
explicitly to each and every one of us. 

A woman who had done a good deal of 
the world’s work once said that her life 
motto had been: "Somebody means me.” 
When she was a little girl, her mother 
often said: “I wish somebody would shut 
the door” or “If only somebody would find 
my scissors.” The child made up her mind 
that she would always respond when 
“somebody” was called upon. She became 
a wonderfully helpful woman. 

The Government is sending messages 
across our country every day. They come 
from the War Department, from the 
Labor Bureau, from the Food Administra- 
tion, etc. They are published in the 
newspapers or sent by bulletins. They are 
intended for the use of all. It is necessary 
that the country should understand the 
problems of the war and that each one 
should help in the best way he can to 
carry out the directions of the Govern- 
ment. 

“Somebody” must read these messages 
to learn to understand them. “Somebody” 
must carry them to those who do not re- 
ceive the bulletins, who do not read the 
papers, or who live too far away to get the 
news. In other words, the Government 
needs an army of messengers to carry the 
directions. 

In France, the Government messages 
have throughout the war been carried by 
the school children to their homes. The 
teachers explain the messages and the 
children in turn carry them to their home 
folks and their neighbors. 

This is a great service for the schools 
to render. They can aid the Government 
in this way and at the same time can 
rejoice in being thought strong enough, 
true enough, and faithful enough to carry 
the messages . — Sarah Louise Arnold. 


A TRIBUTE TO A TEACHER 

The hand of this American, only a little while ago an instructor 
of youth, then the head of a great university, a student of history, a 
writer of history, now by the votes of his countrymen become the 
head of a great State, has rung the death knell of a powerful, 
centuries-old, historic dynasty, guilty of fouler crimes and mightier 
wrongs than those which have blackened the annals of all the kings 
of earfh. It is a marvel unmatched in the chronicles of men that this 
unassuming gentleman who never wore a sword in his life should 
write the word that topples from his ancient throne in a far-off 
land the world’s greatest military despot who never publicly ap- 
peared without one. An American pen has forever stilled the rattling 
of that terrible German sabre . — New York Times, October 15, 1918. 


November 1, 1918 


NATIONAL SCHOOL SERVICE 


9 


ARMY NURSES NEEDED 


Red Cross Urgently Calls Women of 
America to Help Reduce Human 
Cost of War 

It is estimated, by the meu who are try- 
ing to reduce the human cost of this war, 
that 25,000 graduate nurses should be on 
duty in military establishments alone, by 
January 1st, 1919. With less than three 
months left, the Army is still lacking 8000. 

This estimate, based on an Army of 
3,000,000 men, further states that we will 
need an additional 25,000 graduate and 
student nurses by July 1. 

The total enrollment of Red Cross nurses 
is nearly 31,000, but enrollments are num- 
bered consecutively and include also those 
nurses not available nor eligible for active 
military service, such as- married nurses, 
nurses enrolled for special service on com- 
mittees, or as instructors in the Red 
Cross courses in home hygiene and 
care of the sick. 

On October 1, the total assignment 
of nurses to duty was 18,521. About 
half of these are in Europe and half 
in the United States. Of this num- 
ber 16,546 have been assigned to the 
Army or are awaiting orders; 1179 to 
the Navy; 248 to the United States 
Public Health Service; and 548 are 
serving directly under the auspices of 
the American Red Cross both here 
and abroad. 

To meet the estimated require- 
ments, it will be necessary to assign 
nurses at the rate of 112 a day until 
the end of the year. The assignment 
so far this month has averaged about 
90 a day. 

This estimate of the required daily 
assignments for the rest of the year 
contemplates that nurses available 
for service with the Army and Navy 
nurse corps will not be used for pub- 
lic health service, leaving that duty 
for married nurses and others not 
eligible for active service with the 
military establishment. 

The present epidemic of Spanish 
influenza and the shortage of nurses 
caused by a state of war, has brought 
about a condition unparalleled in our 
history and has placed on the women 
of the country a responsibility for the 
nation’s health that cannot be ig- 
nored. 


CONSTANTS IN EDUCATION 

While war service work is being em- 
phasized in the' schools, Dr. Nathan C. 
Schaeffer, State Superintendent of Public 
Instruction of Pennsylvania, points out 
some of the constants which must not be 
neglected. The list, as follows, is not de- 
signed to be exhaustive: 

1. Reading and writing are indispens- 
able in the adjustment to modern civiliza- 
tion. The rudiments of an English educa- 
tion are essential in the making of citizens 
who shall be one hundred per cent Ameri- 
can. 

2. The war will not change the multi- 
plication table nor cause us to drop the 
decimal scale in number work. 


3. The four fundamental operations in 
integers and fractions including decimals, 
will have to be taught during the war in all 
our schools and will continue to be taught 
regardless of the changes which victory will 
bring about. 

4. The principles of percentage will con- 
tinue to be taught. The same is true of 
square root and cube root, of the operations 
of algebra and the theorems of geometry. 
The war will not change the truths of cal- 
culus and of the higher mathematics. 

5. History and geography have constant 
elements. The war cannot change the date 
of the discovery of America nor the causes 
which led to this discovery. Maps change, 
but the forces which are taught and ex- 
plained in physical geography will not be 
changed by the war. The 'causes of day 
and night, of the seasons, of the weather, 
of tides, and of twilight will not be changed 
by the war. 


6. The law of gravitation will continue 
to operate. The war will not change the 
laws of nature. The principles of chem- 
istry, physics, and biology will be taught 
after the war as before the war. 

7. There are unchangeable laws of de- 
velopment in the growth of human beings. 
These will not be modified by the w-ar. The 
war may make us understand and appre- 
ciate these as never before and thus cause 
us to lay greater stress upon certain phases 
of instruction in health and sanitation. 

The foregoing may serve to show that 
there will be less change in the schools after 
the war than many people now expect. It 
will ease the conscience of many teachers 
and make them more happy in their work 
if they are impressed with the fact that 
there are constants as well as variables in 
education. 


FOOD AND THE FUTURE 


Steady Reduction of Consumption and 
Waste of Foods Urged by the 
Food Administration 

No tug-of-war was ever won by a team 
which — after it had nearly hauled the op- 
posing team across the line — should pause, 
slacken its grip on the rope, congratulate 
itself on how well it had been doing, and 
assume that it could finish up the match 
at any time it wished. 

It does not take much imagination to see 
what would happen under those circum- 
stances. The other team, alive to its op- 
portunity, would promptly proceed to undo 
all the complacent team’s hard pulling, and 
the match might be prolonged indefinitely. 

The only way to win a tug-of-war is to 
keep everlastingly hauling until it is won. 
And that is precisely the way to win a war. 

What Has Been Done 

Now it is true that this country has 
done a good deal in the way of help- 
ing feed the Allies since we entered 
the war. This nation, true to its 
ideals of democracy, of its own ac- 
cord made such sacrifices and per- 
formed such feats of saving, that it 
exported much of the food of which 
the Allies were sorely in need. 

For instance, in the case of wheat, 
we sent so much of our 1917 harvest 
to the Allies out of a store that we 
should ordinarily have eaten our- 
selves, that as a nation we have the 
right to feel glad of the achievement. 
But — to go back to that tug-of-war 
comparison — if we pause to pat our- 
selves on the back over our wheat ex- 
ports, we shall be losing that much 
extra effort which should be directed 
to the future. And it is intense ap- 
plication to future food exports to 
the Allies and our own soldiers that 
is going to shorten this war and win 
it. 

What Must Be Done 

It is true that in the year ending 
July 1, 1918, we shipped to Allied 
civilians and armies, our own armies, 
the Belgian relief, and certain neu- 
trals dependent upon us, 11,820,000 
tons of foodstuffs. But what is more 
important is that next year we must 
ship to those same peoples 17,550,000 
tons of foodstuffs, or nearly fifty per 
cent more than we shipped the previous 
year. 

We must do that if we are to maintain 
Allied health and strength to the necessary 
degree. And we can do it, not merely by 
spasmodically saving and sending this or 
that food, but by a steady and unending 
reduction of consumption and waste of all 
sorts of easily shipped foodstuffs. 

The Final Test 

We can do that and still preserve our 
national health. Moreover, sacrifice as we 
may, we shall still fare better than our 
Allies. But we have pledged our all to 
serve the common cause, and to do so we 
must eat at a common table with our com- 
rades-in-arms. 

The beginning of the tug-of-war is over. 
But the final test is still to come. 



UNITED 





SERVE 


YM.C.A. Y.W.C.A. 
National CatholicWar Council-K.of C. 

’ Jewish Wel fare Board * 
WarCamp Community Service 
American LibraryAssociation 
* * Salvation Army - - 

United WarWorkCampaign 

_ 1170 . 500 . 000 . _ 


10 


NATIONAL SCHOOL SERVICE 


November 1, 1918 


Rural Schools 


A HOUSE-TO-HOUSE CANVASS IN 
WAR WORK CAMPAIGN 

In rural communities where influenza is 
bad or where farmers are too busy to make 
a community meeting successful, a house-to- 
house canvass for war work donations is 
advised. The rural teacher may well in- 
itiate this movement if no one else seems 
ready, but she should enlist one or more 
patriotic women of the community as 
helpers. A mother who has boys in service 
and who holds a position of leadership in 
the district will gladly help. 

It is usually best for two canvassers to 
work together. Every home in the district 
should be visited and each family asked to 
contribute something, however little. When 
money is not available, pledges of canned 
fruit, vegetables, chickens, corn, cotton, 
wheat, a pig, or a calf may be taken and 
afterward collected and sold by older boys 
of the district. 

In preparing for this work each can- 
vasser will need to collect some good pic- 
tures and current articles and stories of 
war work activities to use in the homes 
visited. Devote the early part of each call 
to discussing the general activities of the 
organizations asking help in this drive ; 
read letters from community boys at the 
front telling of the service rendered by 
these organizations; tell of the goal set by 
the district; of the donations made by 
other communities and neighbors; and 
finally ask for any contribution the house- 
hold can make in either money or salable 
products. All farm homes will respond to 
this appeal if it is rightly presented. 


COMMUNITY MEETING FOR 
UNITED WAR WORK 

As one means of advancing the national 
drive for United War Work donations 
from November 11-18 each rural teacher 
should plan and hold a community meeting. 
Make the raising and giving of money for 
the comfort work of our soldiers overseas 
the object of this meeting and get every 
family in the district to attend and to par- 
ticipate. Various devices for enlisting the 
cooperation of the community in such a 
drive must be used in different sections of 
the country. One money-raising plan in 
almost universal use is the box-supper, still 
common in rural districts. Oyster suppers, 
chicken suppers, pie and ice-cream socials, 
and coffee socials are other possibilities. 

Have the school children give a program 
consisting of patriotic music, recitations of 
war poetry, and war relief stories. Get 
fathers and mothers with sons in service to 
read passages from their boys’ letters show- 
ing the valuable service given to the men 
overseas' by the United War Work organ- 
izations. Have one speaker who can talk 
for ten or fifteen minutes on this work and 
induce people to donate to the cause. 


FUEL FROM THE FARM 

The coal shortage for next winter makes 
it necessary that wood should be used to 
save both coal and transportation, says 
the Department of Agriculture. Country 
districts and small villages are in a posi- 
tion to help coal conservation greatly by 
burning wood. 

Farmers now use on their farms 83,000,- 
000 cords of wood annually, but the fuel 
authorities urge all farmers to use wood 
during the war. Any kind of coal stove 
or furnace can be used for burning wood. 

Two cords of soft wood equal a ton of 
coal, but a cord of hard wood from a num- 
ber of well-known kinds of trees will equal 
a ton of coal in heating value. For three 
varieties — Osage orange, live oak, and 
black locust — a cord of wood has a higher 
heating value than a ton of coal. 

Communities threatened with serious 
fuel shortage should not wait until winter, 
but should act now to stimulate the cut- 
ting of wood by farmers, say officials of 
the Forest Service. It is believed that 
farmers in many sections will cut all the 
wood needed for the community if they 
are guaranteed a minimum price sufficient 
to allow a fair profit. Such contracts 
should be made as early as possible, so 
that the wood may be properly seasoned. 


CANTEEN CLIPPINGS 

Use the clipping box this week for pic- 
tures from magazines and Sunday supple- 
ments showing the United War Work ac- 
tivities at home and abroad. 

Have the children bring in letters from 
the front that are written on paper from 
any of the War Work organizations, or that 
tell of life in the huts or canteens. 

Mount these pictures and letters on large 
cards to make posters — What the Boys 
Play, Life in a Hut, Stock in a “Y” Store. 


GET OUT YOUR SLATE OR SAVE 
PAPER 

When Abraham Lincoln was a boy he 
wanted a slate. But slates were scarce 
and he was compelled to use the back of 
his father’s shovel. Today the slate 
is almost forgotten, but war has brought 
it back. The government wants every 
scrap of paper put to war purposes — paper 
contains materials and chemicals neces- 
sary in the manufacture of explosives and 
gases. Must the scribbling pad go? Must 
we get out the slate and sponge? We hope 
not, because all of us can help win the war 
by using only the paper that is necessary. 
We don’t want to go back to the dirty 
slate, do we? Then be careful with your 
paper because Uncle Sam needs every 
piece, and remember, paper saved is paper 
made. By careful saving you can do much 
to help the Government at this time. 


VICTORY BOYS AND GIRLS IN 
RURAL SCHOOLS 


School children over fourteen years of 
age are to be organized throughout the 
nation for the Dnited War Work campaign 
as Victory Boys and Victory Girls. 

There are twelve million children in the 
rural and village schools of America. If 
each child should average but one dollar in 
this drive think of the grand total thus 
made possible! 

Give your rural children a chance to take 
part in this service. Write or telephone 
to the editor of your leading county paper, 
to the County Council of Defense, or to 
County Secretary of the Y. M. C. A and get 
the address of the county leader of the 
United War Work campaign. Secure from 
this leader pledge cards, buttons, window 
banners, and publicity material to use in 
organizing your children into Victory mem- 
bership. Then discuss the United War 
Work campaign during a morning exercise 
period and get the children to enroll and 
sign pledges. After enrollment, ways and 



means of earning money will need to be 
thoroughly discussed. 

Picking fruit for farmers, digging pota- 
toes, picking cotton, or gathering and sell- 
ing nuts are some of the money-making 
activities in which the school can cooperate. 
Country boys can earn money by husking 
corn, picking cotton or fruit, selling a pig 
or a calf, doing chores or farm work for 
neighbors, sawing and selling wood, or 
trapping and selling fur-bearing animals. 
Country girls can earn by helping neigh- 
bor women cook for threshers, wood-sawers, 
or liuskers; by nursing or working out for 
a few days in families where there is ill 
ness; by selling canned fruit, chickens, 
butter, milk, and eggs; by sewing for neigh- 
bors; by gathering and selling nuts; and 
by baking and selling bread, pies, and cakes 
to town lunch rooms. Each can do some- 
thing to help our soldiers. 


The rural problem is to maintain upon 
our land a class of people whose status in 
our society fairly represents American 
ideals. — K. L. Butterfield. 



November 1, 1918 


NATIONAL SCHOOL SERVICE 


11 


THE GRANDFATHER OF THIS WAR 

Fifty years ago there was a king in 
Prussia called William I. He had a min- 
ister who said that Germany could only 
grow great by blood and iron. His name 
was Bismarck. He thought that France 
was in the way of Germany’s growth and 
prosperity, and that only by war with 
France could the obstacle be removed. He 
also thought that only through a foreign 
war could the separate German states be 
brought into a single empire under the 
Prussian king. So he did a wicked thing. 
France and Prussia were quarreling over 
the question of a successor to the Spanish 
throne. But their disagreement was one 
that could be settled by discussion. King 
William I met with the French ambassador 
and they held just such a peaceful discus- 
sion as was needed. Then King William 
sent an account of the meeting to his min- 
ister, Bismarck, and told him to give out to 
the people as much of it as he saw fit. 

Bismarck Falsifies Message 

What did Bismarck do? Pencil in hand, 
he went over the king's message. He had 
been told to give out what he saw fit. He 
cut out certain portions of it; he changed 
a word here and there so as to make it sound 
harsher. When this was done, the peaceful 
message sounded like a defiance. Bismarck 
falsely made it appear that the French Am- 
bassador had insulted the King of Prussia, 
and that the King had properly rebuked 
him. Then Bismarck gave out to the news- 
papers this account. Next day all of France 
was furious at the supposed action of the 
king and all of Germany was furious at 
the supposed action of the ambassador. 
Bismarck had brought about the conditions 
that he desired. When Bismarck read to 
the Prussian General, Moltke, the altered 
dispatch, he tells us that, “Moltke imme- 
diately became quite young and fresh again. 
He had got his war, his trade.” 

War Declared 

War between France and Germany was 
at once declared, the Franeo-Prussian war 
of 1870-71. Much of the fighting was near 
Metz, the same region which has seen so 
much of the combat in this war. The 
armies of France were ill prepared and 
poorly led. In six months it was all over. 
France was defeated. The terms of peace 
were bitter. 

France Pays Big Indemnity 

France was compelled to pay a war in- 
demnity of $1,000,000,000 and to give up 
Alsace and part of Lorraine amounting all 
told to about 5000 square miles of terri- 
tory with a million and a half inhabitants. 
The part of Lorraine taken by Germany 
contained rich iron mines; in the present 
war Germany has seized and hopes to retain 
the great iron mines in the rest of Lor- 
raine. “Without the ores of Lorraine,” 
said a German professor in 1915, “we should 
today be unable to maintain our iron and 
steel production on the scale which this 
war demands.” 

Caused Present War 

The war of 1870-71 paid Germany well, 
without a doubt. Ever since then her war 
lords have been laying their plans for an- 
other war that, through further territorial 
gain and even heavier indemnities, would 


increase Germany’s power and dominion. 
It was in 1914 that their hour seemed to 
be at hand. The world war of today is the 
child of the Franeo-Prussian war of 1870, 
and that war was born in the unscrupulous 
brain of Bismarck, minister of Prussia. 

S! — 

A CLUB BOY’S STORY 

Four years ago a garden-club boy in 
Massachusetts faced what would have 
seemed even to an adult a hard problem. 
Born in Italy, but thoroughly inoculated 
with American ideas of the necessity of an 
education, Tito was told by his father 
while in the eighth grade that he could 
no longer be kept in school. His future 
path was to lie toward the near-by 
factory. 

Because of his garden-club experience 
under the auspices of the local leader for 
the United States Department of Agri- 
culture, he knew that he could earn as 
much by potato raising outside of school 
hours as he could by full-time work in a 
factory. He finally obtained permission 


from his father to try it. So successful 
was he during the summer that his father 
was willing for him to enter the ninth 
grade in the fall. 

The next spring the superintendent let 
him have land to use for a large garden. 
To ten boys whom he had selected from 
the upper grammer grades Tito made the 
proposition to pay so much an hour and 
to give each a garden plot. The following 
excellent advice he offered to them in ad- 
dition, “If you are going to quit, quit 
now while it is cool and not when it is hot 
next August.” 

By fall he had decided that enough 
could be earned in the summers to enable 
him to attend high school and the agri- 
cultural college later. Now a junior in 
high school, he has a good-sized hothouse 
under lease, where he raises cabbage, 
cauliflower, and tomato plants. He owns 
an auto truck to handle his produce, has 
a bank account, pays his bills by check, and 
owns at least one government bond. With 
all of his school and business cares, he 
still has time to look after the school wel- 
fare of his younger brothers and sisters. 


Primary Grades 


EXPLAINING THE UNITED WAR 
WORK TO CHILDREN 

Show the children a letter from a sol- 
dier written on paper secured at one of the 
United-Service huts. If possible show a 
picture of a hut or. a canteen. Let them tell 
of letters they have received from soldiers 
in camp or at the front. Ask children if 
they have ever been away from home. How 
did you feel? Don’t you suppose the sol- 
diers like to have a homey place to go to 
write their letters? Tell children that sta- 
tionery is furnished free. Picture the huts 
as a pleasant place to go when the day’s 
drill or work is done. 

Tell about great fund that must be raised 
to provide these recreation centers. Enlist 
their help. Encourage them to give. 

Morning Talks on the Campaign 

During the week of the drive make the 
various phases of the work the subject of 
morning talks. 

Soldiers at play. Material — baseball, 
bat, football, boxing gloves, any playground 
material available. Talk about games. 
Why do you play? To have fun. To keep 
well. Talk about the cost of equipment. 
Show that soldiers are just big boys. They 
like to play. They must play to keep well. 
Don’t you want to help buy bats, baseballs, 
footballs, and tennis racquets for them? 

Camp mothers. What does mother do 
for you? Cooks and sews. Soldiers have 
camp mothers who cook for them and mend 
their clothes. They are brave women who 
work in the huts or in the canteens. They 
cook goodies that soldiers like, such as cake, 
pie, sandwiches, and hot chocolate. Tell 
the children how some of them have been 
under fire working night and day to keep 


the soldiers well fed during a battle. It 
costs money to furnish the flour, sugar, and 
chocolate for the canteens. Every little 
child can help by giving. 

Soldiers’ libraries. What do you like 
to do on a rainy afternoon or sometimes 
when you are tired of moving about and 
want to sit quiet for a while? Look at pic- 
tures. Read books. So do soldier boys. 
Our money helps to provide them with li- 
braries. Some of these libraries travel from 
one warship to another or from a camp in 
France to one in Italy. Some even reach 
our American boys who are prisoners in 
Germany. 

“I Am Helping Club” 

Form an “I am Helping Club” of children 
in your school for the United War Service 
Campaign. Don’t let this opportunity slip 
for teaching children the joy of real self 
sacrifice. A bit of colored paper with 
“I Am Helping” printed on it could be 
given to every child giving even so little 
as a penny saved by his own self denial. 

SOLDIERS OF PEACE 

The war has reminded us that we cannot 
begin too soon to teach the child his duties 
as a citizen. Concrete lessons in citizen- 
ship should begin in the first year of school. 
We need to be on the alert if the child 
comes from a foreign environment where 
the emphasis is all on the rights he has 
here. Equal emphasis should be laid on his 
obligations to the land which welcomes him 
to every opportunity. 

Citizenship in the First Grade 

Dramatize the policeman. If possible, 
let the child dress to represent the uniform 
of a policeman. Show liis badge of author- 


12 


NATIONAL SCHOOL SERVICE 


November 1, 1918 


ity. Lot him find a lost child, help a wom- 
an across the street, direct a stranger. Let 
him perform an heroic act: stop a runa- 
way horse, keep the crowd back at a fire. 
Draw the window shades. Let the children 
play they are asleep. Have the policeman 
patrol the streets at night. Have him stop 
an automobile by just raising his hand. 
Show that his uniform and badge are his 
authority. 

In these war time days every city is short 
of policemen. Ask children what they can 
do to help. Suggest: Obedience to traffic 
and safety first rules, care in crossing 
streets and tracks, and warn children of 
dangers of playing in the street, roller 
skating, coasting, snow balling, stone 
throwing. 


THE HOME GUARD 

“Breakfast’s ready!” said Aunt Ruth to 
her little niece, Mary, who was paying her 
a visit. 

Mary drew her chair up to the table just 
as her aunt put a plate of delicious golden 
corn muffins before her. 

‘Oh dear,” said Mary with a sigh. “I 
wish we might have biscuit, really, truly 
biscuit, the kind you used to make, Auut 
Ruth.” 

“Why, Mary,” said her aunt as she looked 
at the pouting face of her little niece, "I 
thought you were one of Uncle Sam’s little 
girls and wanted to help him win the war. 

“So I am,” said Mary with a surprised 
look at her aunt. “But I don't see how 
eating corn bread helps Uncle Sam.” 

“Mary,” said Aunt Ruth, “why did both 
of your brothers go to France? Wasn’t one 
brother enough?” 

“Why, of course not,” replied the little 
girl. “It takes lots of soldiers to beat the 
Germans.” 

“Then why didn’t your Cousin Tom go?” 
asked Aunt Ruth. 

“Cousin Tom couldn’t go,” explained 
Mary. “Some men have to stay here. 
Cousin Tom makes gas masks for the sol- 
diers. And besides he is in the Home 
Guard, and wears a uniform, and drills, 
and ” 

Her voice stopped a moment as she tried 
to think of all the things her cousin did to 
help in the war. 

Aunt Ruth smiled and asked, “When you 
write to those big brothers of yours what 
do you put on the envelope?” 

“American Expeditionary Force in 
France,” came the prompt reply. Little 
Mary was very proud of knowing how to 
say the big words. 

“Yes,” answered Aunt Ruth. “Your 
brothers have gone to France and are in the 
Expeditionary Force. Cousin Tom has to 
stay here and is in the Home Guard. Both 
are working for Uncle Sam.” 

“The Home Guard help the fighters, don’t 
they. Aunt Ruth?” asked Mary. 

“Certainly,” declared Aunt Ruth, “Now 
you have it. Here is your home guard, 
Mary,” and she passed her the plate of corn 
muffins. “Wheat is the expeditionary force 
we send to France. Corn stays here and 
works for Uncle Sam.” 

A smile chased the clouds from Mary’s 
face as she lifted her hand, saluted the 
muffins, and cried, “Three cheers for the 
Home Guard ! ” 



LITTLE SCHOOL PATRIOTS 

Soldier boy, soldier boy, 

Where are you going 

Bearing go proudly 

The R(£l. White, and Blue? 

I go where my country, 

My duty is calling; 

If you’ll be a soldier boy 
You may go too. 

Thus sings the five-year-old in the kinder- 
garten. He knows the first verse of the 
“Star Spangled Banner” and stands at at- 
tention as the flag is run up on a pole 
fastened to the floor in the center of the 
circle. And that is not all. He can sing all 
four verses of “America” and cheer lustily 
when he finishes the refrain, “The Army 
and Navy forever, Three cheers for the 


THE UNITED WAR WORK CAM- 
PAIGN 

In this war the home follows the flag 
clear up to the front line trenches. Wher- 
ever you find a soldier or sailor, you find 
also the evidence of the loving care of the 
folks back home. The seven United War 
Work activities carry the home care to 
French villages and Flanders fields. 

Help the children to get the meaning and 
worth of this, as the first step in initiating 
the week’s drive. Make it the subject of 
a morning talk with the whole school. Get 
the children to talk freely. 

What are the things you enjoy most, the 
things you like best to do ? Playing games, 
reading, looking at pictures, sitting around 
the fire telling stories, eating good things, 
going to the movies. 

What about big brother or Consul John 
or the neighbor’s boy in France? Do they 
like the same things? What were some 
of the pleasures they had when they were 
at home with us? 

Turn the talk to conditions in France, 
the front line trenches, where the boys 
stand through the long, cold night, feet 
wet, body chilled to the bone; the little 
villages, where in tiny crowded houses, 
without fuel, in barns, even in chicken 
coops, the boys are billeted ; the loneliness, 


Red, White, and Blue!” 

What can the kindergarten teacher do to 
kindle a deeper love for “sweet land of Lib- 
erty” and to see that this love goes out in 
some form of service? The following sug- 
gestions may prove helpful : 

Thrift Stamp Sales 

The accompanying picture tells its own 
story. The sale of stamps is evidently 
timed with the postman’s visit. He has 
brought the stamps order for the previous 
day. He will take away the order for the 
next day. Before the children go back to 
the circle they will paste the stamps in the 
folders. The expression on their faces 
leaves no doubt about their interest in the 
whole proceeding. 

Red Cross Juniors 

All children should be members of the 
Junior Red Cross. In localities where they 
cannot afford to bring the necessary twenty- 
five cents, an entertainment of songs, 
rhymes, and games with five cents admis- 
sion will probably net enough money to pro- 
vide the membership fee for all. 

These smallest juniors can snip fillings 
for comfort pillows and cut out paper dolls 
for the pockets of dresses which upper 
grade children make for French and 
Belgian refugees. Some can even knit- 
squares for afghans. They can cut out 
pictures, stories, and jokes for soldiers’ 
scrap books or mount large pictures on 
cardboard for picture puzzles for soldiers 
in the hospitals. 


three thousand miles away from home; let- 
ters slow to come through ; devastation and 
death and suffering all about. 

What wouldn’t we give to include them in 
some of our pleasures? Talk about the 
ones they would particularly enjoy. 
Wouldn’t it be well if we could share our 
goodies -with them, pr let them go to the 
movies in our place, or send them that book 
we liked to read, or make a place for them 
by our big fireplace where the corn is pop- 
ping and the apples roasting? 

Listen! We cannot have them here, not 
till their work is done. They wouldn’t 
come. But send them a share of good 
times, make them happy, help them to get 
dry and warm, give them something to take 
their minds off the horrors of the day that 
is past. Would you like to know how? 
Tell of the United War Work drive of No- 
vember 11-18, and explain the Victory Boys' 
and Victory Girls’ part. 


FIGHTING AN UNSEEN FOE 

Come, boys and girls, we must help fight 
a great fight. It is with an enemy we 
cannot see, a germ we do not know, Spanish 
influenza. It has killed almost as many 
soldiers as the German guns. How can we 
defeat this foe? Not the way we fight 


Intermediate Grades 


November 1, 1918 


NATIONAL SCHOOL SERVICE 


13 


smallpox, by vaccination. Not yet. We 
hope some clay to find a sure way to pre- 
vent the disease. Meanwhile, we must fight 
the best we can. Here are the rules of 
battle: (1) Hit the enemy by having plenty 
of fresh air in your lungs. Fresh air is a 
good fighter. Let him into your room at 
night. Salute him! (2) Dodge the enemy 
by getting out of the way of sneezes, 
coughs, and a breath with a cold. (3) De- 
fend yourself by wearing a mask when near 
someone who has the disease. (4) Above all 
roll up your sleeves and wash well before 
eating. 

^ 

POSTING THE NEWS 

A piece of brown or green burlap cover 
ing a blackboard in some out of the way 
part of the room makes a good bill board. 
Current news, clipped from newspapers or 
magazines, and pictures from the same 
sources may be pinned up by the boys and 
girls and changed often enough to keep rip 
interest. They may be arranged under 
separate headings such as local news, re- 
lief work, health news, and interesting 
men and women. 


YOUR FOOD AND MY FOOD 

It’s your food and my food 
And food for all the world; 

And all the starving millions 
Where our flag has been unfurled. 

It’s your food and my food 
And food for all the world; 

For all the allied armies 

Where our flag has been unfurled. 

But if your food and my food 
Is not properly conserved, 

The armies all will suffer 

Where our flag has been unfurled. 

So it’s your pledge and my pledge 
That our food may be conserved 
That will feed the allied armies 
And help to save the world. 

It’s your food and my food 
But it’s food for all the world; 

For every one who needs it 
Where our flag has been unfurled. 

— Emma J. Morell. 


THE FIRST TO BE LOYAL 

“I don’t see why I should save food, 
.lane Jones doesn’t.” This is the way 
some people think and this is the way 
some people act. Of course they mean that 
they will wait until every one is a good 
patriot before they begin to be patriotic. 

A good soldier doesn’t wait to see how 
others obey orders. He does instantly 
the thing he is asked to do. That is the 
soldier’s business and it is his way of do- 
ing things. Here is a good motto for the 
man, woman, or child who waits for his 
neighbor to be good before he begins: “If 
only a hundred were faithful, I would be- 
long to the hundred. If only ten were 
faithful, I would belong to the ten, and if 
only one were faithful, I would be that 
one.” 


THE FRIENDS OF CAPTAIN 
SUGAR 


A Magic Tale of How the Sweets Business 

Prospered with Captain Sugar Overseas 

Qaptain Sugar of the American Food 
Army was suddenly called to service over- 
seas. Most of his family were prisoners of 
the enemy in Germany and Austria and 
couldn’t get out to help in the world war, 
and he was more than eager to go for he 
knew how badly he was needed abroad by 
the Allies and the people in the war coun- 
tries. 

But all the same he did worry a bit about 
the way things would go in America in his 
absence. You see, in civil life before the 
war, he’d been in the “Sweets” business. 
His chief line was candy, with cake and 
pudding branches. 

“Whatever will the folks do without me J” 
he asked his commanding officer. “They 
depend on me so. I’m a family pet.” 

“You are,” was the reply, “but your duty 
is plain. You must go to the aid of the 
Allies. Meanwhile we must try to find sub- 
stitutes to carry on your business. We’ll 
look out for such as aren’t so well fitted 
for overseas service and they can do their 
bit at home. So, Captain Sugar, you’re 
not to worry.” 

“I shan’t worry,” said Captain Sugar, 
“but I have a personal business, and I fear 
folks won’t want to give their confidence to 
strangers.” 

“Leave it to me,” replied his chief, reas- 
suringly. 

“Well, since you’re so sure, just as a 
favor, save a little corner for me when I 
come home again,” joked Captain Sugar. 

So he sailed across the sea and his com- 
manding officer, who had had his wits work- 
ing busily, set about rounding up helpers to 
carry on Captain Sugar’s business. 

One of the first chaps he thought of for 
the job was Mr. Corn. 

“Seems as if the ones that are doing the 
most already are always the first ones asked 
to do something extra,” said Mr. Corn with 
a cheerful grin reaching from ear to ear. 
“I’ve been doing a lot of Colonel Wheat’s 
work sihce he’s been in the service. How- 
ever, you may count on me. Certainly it’s 
up to me to be patriotic, for I’m an Ameri- 
can to my very roots.” 

“Now what’s the special thing I’m to do?” 

“Your job,” said his chief, “will be to 
form the Corn Sirup Association and take 
charge of a portion of the Cake Frosting 
business, with the Pudding Sweetening 
branch.” 

“Good,” said Mr. Corn, “I’ll enjoy that. 
Maybe I can even put one over on Captain 
Sugar,” and he winked knowingly. 

“There’s a firm up in Vermont that ought 
to help me out right now,” said the General 
to himself as he finished his successful in- 
terview with Mr. Corn. I’ll just wire the 
Maple Brothers. Wouldn’t wonder if they 
knew enough about the sweetening business 
already to be valuable.” 

“To Maple Brothers, 

“Sugar Hill, Vermont. 

“Can you lend your services in the 
‘Sweets’ business for duration of war? 

“General Food Resources,” 

he telegraphed. 


The answer came back at once: 

“To General Food Resources, 
“Washington, D.C. 

“Will be glad to help out in ‘Sweets’ busi- 
ness. Entire resources of Maple Sirup and 
Sugar Association at your command. 

“Maple Bros.” 

It seemed a good idea to let the Maple 
Brothers and Mr. Corn join forces to a 
certain extent in the Cake Frosting and 
Pudding Sweetening branches, as they had 
already been acquaintances in the Pancake 
Club and knew something about the same 
line of work. 

With Mr. Corn and the Maple Brothers 
enlisted in war work the General felt that 
a good beginning had been made, but he 
knew that he must widen his corps of 
workers, so by postplane he communicated 
with the Busy Bee Company. They enthu 
siastically agreed to give the services of 
Miss Honey, their most efficient employee. 

“You’ll find Miss Honey a great help in 
the ‘Sweets’ business,” they wrote from 
Cloverfield, Ohio. “She's an expert.” 

The General immediately planned to 
make her an assistant in the Dessert De- 
partment. 

“I need a good head for that department. 
I believe I can get Miss Molasses to fill 
the place; as she’s a relative of Captain 
Sugar, she ought to be interested.” 

Sure enough, she was proud to come up 
from the south and take the job. She was 
full of splendid ideas about Gingerbread 
and Indian pudding and Brown Betty and 
made some good suggestions which were 
used in the Candy Department. Miss Mo- 
lasses’s Scotch kisses Avere divine, so every- 
body said, and she and Peter Popcorn came 
to an understanding which was looked on- 
kindly by the General and which was im- 
mensely enjoyed by the children. 

Of course everybody cooperated in the 
Candy Department, Mr. Corn through his 
Sirup Association, the Maple Brothers 
through their Sirup and Sugar Association, 
and Miss Honey in countless ingenious ways 
of her own. 

But still more aid was needed, so the 
General called for volunteers. Then came 
forward Mr. Prune, Mr. Date, Mr. Fig, Mr. 
Nut, and all his family, the pretty Fruit 
girls, and even old lady Ginger, Grand- 
mother Ginger, the rest called her. Madame 
Chocolate was director, and Mr. Nut made 
himself useful everywhere. He and Mr. 
Prune, Mr. Date, and Mr. Fig often got 
together for the benefit of the business. 

So well did these candy volunteers sue 
ceed that the keepers of all the candy shops 
begged them to take front seats in show 
windows, and little girls and boys going 
by would pull at their mothers’ sleeves 
and say, “Please buy us some stuffed dates 
or peanut balls.” And every young lady 
shopper with a sweet tooth would run into 
the candy shop and buy nut and fig cara- 
mels, stuffed prunes, or chocolate almonds. 

“Getting along without you finely,” 
cabled. General Food Resources to Captain 
Sugar, “so stick on over there till the last 
gun is fired.” 

And that’s what Captain Sugar is doing ! 

— Emily Rose Burt. 

Read the story to the class, bringing 
out the anxiety of Captain Sugar, the re- 
assurance of the chief, and the willingness 
of the various substitutes of sugar. 


14 


NATIONAL SCHOOL SERVICE 


November 1, 1918 



Suggestive questions: Who are the chief 
characters in the story? As you give them 
to me I shall write them on the board. Now, 
let us see what each one did to help Captain 
Sugar. 

Dramatization : Perhaps this story would 
make a good play. Decide upon the place, 
the time, the characters, what each one 
does to help, what you want each one to 
say, and write a play for us to use here at 
school about the “Friends of Captain 
Sugar.” 

KNIGHTS OF COLUMBUS 

They do not ask the faith or creed 
Of him that comes into their hut; 

True knighthood’s door is never shut 
Against a pilgrim warrior’s need. 

They question only: “Would you rest 
And are you weary and oppressed ? 

Then, brother, lay aside your care, 

And come, this sheltering roof to share.” 

— Edgar Guest. 


WAR POSTERS 

Why not have the school make war 
posters and later give a real exhibition? 
First, arouse enthusiasm for the project 
by telling of the French children’s poster 
interpretation of the war ( Literary Digest, 
August 17, 1918), and by discussing the 
merits of a collection of posters brought by 
pupils and teacher into the schoolroom. 
When the children have seen what others 
can do, and desire to do something similar 
themselves, it is time for the lesson. 

1. Get an idea with a short, snappy slo- 
gan. 

For War Saving stamps. A long range 
gun throwing bombs of thrift stamps across 
the sea. Slogan: Stamp, Stamp, Stamp. 
Two excellent illustrations of posters for 
this purpose are shown in the October 15 
number of National School Service. 

For material for gas masks : Child gath- 
ering nuts under a tree. Slogan: More 
Shells for the Allies. A squirrel eating a 
nut. Slogan : Give It To The Soldiers, Mr. 
Squirrel. 

Saving old kid gloves for jacket linings. 
Comical child holding up hands on which 
are a pair of gloves much too large. Slo- 
gan: Kids Are Useful. 

Saving coal. A very fat King Coal with 
a boat in each hand. Slogan: Keep King 
Coal In Khaki. 

2. Work out the idea roughly in minia- 
ture for shape, proportion, placing letters, 
and black and white masses, or color. 

3. Work out the idea enlarged by making 
the drawing more carefully on a larger 
scale. Render in black and white or in 
color. 

After the posters are finished the day for 
judging comes. The judges may be older 
students who have studied poster making. 
Stars may be placed on the posters which 
they have voted on for first, second, third, 
and fourth places. After that a few may be 
marked for honorable mention. 

With the posters starred and labeled and 
the schoolroom decorated with flags, the 
day of the exhibition arrives. Student 
guides may conduct little groups of smaller 
children, pointing out the force and art in 
each poster, and explaining why the prize 
posters were chosen by the judges. 


HISTORY, GOVERNMENT, AND 
AIMS OF GERMANY 

This outline of the history and govern- 
ment of Germany has been prepared for 
use in teaching high school students. 

1. What Napoleon did for Germany. 

A. Consolidated left bank of the Rhine. 
B. Prussia changed, a. Received most of 
left bank of Rhine, b. Received half of 
Saxony, c. Serfs liberated. C. National 
spirit aroused, a. Fichte’s address to the 
German people after the defeat at Jena. 

2. The Congress of Vienna in 1815. 

A. Union like the United States proposed 
but rejected. B. Union of princes ap- 
proved; not a union of people, but a union 
of sovereigns. 

3. The Carlsbad resolutions of 1819. 

A. Abolished freedom of teaching. B. 
Abolished freedom of the press. 

4. Revolution of 1848. 

A. National assembly at Frankfort tried 
to make a real German union. Offered em- 
perorship to Frederick William IV. of 
Prussia, but the plan failed. B. Prussian 
constitution of 1850 a disappointment to 
liberal democracy. 

5. Formation of a customs union or 
ZMverein under Prussian leadership, 1834. 

6. Austria expelled from the German 
Confederation by Prussia. 

7. Seizure of Schleswig-Holstein, 1864. 

8. Prussia’s War of 1866 with Austria, 
due to a quarrel over the territory seized 
from Denmark. A. Austria defeated in 
three weeks. B. Prussia dictates to rest of 
Germany. C. The North German Confed- 
eration formed (North of River Main). 
D. Prussia annexed most of the North Ger- 
man states that had opposed her in the 
war. 

9. Franco-Prussian War. 

A. Three candidates for Spanish throne. 
Leopold, a Hohenzollem ; Amadeus, of 
Italy; Alfonzo, son of Isabella. 

10. France and Prussia quarrel over 
candidates. A. The Ems dispatch and its 
result. B. France quickly defeated. C. The 
huge indemnity. Alsace-Lorraine. 

11. Government of Prussia. 

Landtag composed of House of Lords 
and House of Representatives, the latter 
elected by males over 25. Some districts 
have only one-thirtieth as many voters as 
others. Berlin averages 125,000 people to 
a district. East Prussia, Junkerdom, 
24,000 to a district. Cologne: First class, 
370 votes; second class, 2584 votes; third 
class, 22,324 votes. About one-eighth of 
the voters can choose two-thirds of the 
representatives of the district., In Saar- 
brucken, Baron Von Stamm is, the only 
voter in the first class. He chooses one- 
third of the representatives from his dis- 
trict. In a Berlin district, Herr Hefte, a 
wealthy sausage manufacturer, was the 
only voter in the first class. 

A. In 1842, Germany had no working 
class. In 1848, Karl Marx preached So- 


cialism. B. Growth of Socialism in Ger- 
many. Socialist party formed in 1869. 
Recent growth due to increase of indus- 
trialism. 

12. Government of the German Empire 
outlined. 

A. Bundesrat, or upper house. Prussia, 
17 votes. Alsace-Lorraine, 3 votes. All 
others, 41 votes. Total, 61. The Bundes- 
rat represents the states composing the 
Empire. Each delegation must vote as a 
unit, but totals are counted. Prussia in- 
structs the Alsace-Lorraine members and 
they must vote as she wishes. No amend- 
ment can be made if 14 votes oppose. 
There can be no change without the 
consent of Prussia even if all the other 
states desireci it. B. Reichstag or lower 
house. Prussia, 236 members. All other 
states, 161 members. Total, 397 mem- 
bers. 

The Reichstag is intended to represent 
the people of the Empire. Most leg- 
islation has to be proposed in the Bun- 
desrat. Secret sessions are held. The 
Bundesrat can dissolve the Reichstag when 
it wants to. Members of the Reichstag are 
chosen by electors who in turn are chosen 
by a method of class elections based on the 
amount of tax paid by the voters. The 
Reichstag apportionment has not been 
changed since 1871. The Emperor may 
declare a defensive war, but cannot declare 
an offensive war without the consent of the 
Bundesrat. The Chancellor is a personal 
appointee of the Emperor and is the- 
oretically the chairman of the Prussian 
delegation in the Bundesrat. He is re- 
sponsible only to the Emperor and can 
be dismissed or appointed without consult- 
ing either the Bundesrat or the Reichstag. 
Directly or indirectly, he appoints all 
officials in the Empire, besides having great 
power in other respects. 

13. The mission of Germany. 

A. What is “Kultur?” B. “World 
Power or downfall” — German Militarism. 
War is a good business venture, an evolu- 
tionary necessity. C. “A place in the sun,” 
quarrels over. a. Colonies: with Eng- 
land, France, the United States, b. Out- 
lets: Belgium, Holland, Denmark. D. Ger- 
many wanted England’s colonies and trade 
and the coal and iron of France. E. Pan- 
Germanism. The Berlin-Bagdad Railway 
and its significance. Pan-Germanism in 
America. Germany’s attitude toward the 
Monroe Doctrine. 

14. Preparation for War. 

A. Naval expansion. Germany rejects 
“Naval Holiday” plan proposed by Eng- 
land. B. Kiel Canal enlarged for largest 
warships. C. Special war tax imposed. 
D. German military law of 1913, increasing 
the army by twenty per cent. E. The 
Kaiser won for the military party by a 
succession of clever diplomatic defeats 
(Algeciras, Agadir affair, the Balkan Wars 
of 1912, 1913). 



November 1, 1918 


NATIONAL SCHOOL SERVICE 


15 


THE TEACHERS’ MANUAL OE THE 
JUNIOR RED CROSS 

A 416-page Teachers’ Manual of Junior 
Red Cross activities lias just been issued 
by the Junior Rod Cross to the teachers at 
work in school auxiliaries of the Red Cross. 

The book is divided into two sections; 
the first dealing with the organization of 
the Junior Red Cross, and the second with 
the educational activities and program of 
service which the Junior Red Cross offers. 
The place of the school auxiliary in tho 
national organization is clearly outlined, 
with accompanying suggestions on coopera- 
tion with the local chapter. Definite rul- 
ings are given in Part I regarding all de- 
tails of funds, regulation of production, 
apportionment of work, membership rec- 
ords and reports, and handling of supplies. 
Part II contains a discussion of the provi- 
sion of time in the school program for war 
work, methods of motivating school activi- 
ties, and the utilization of school studies in 
the development of ideals and habits of 
service. 

Patriotic plays, games, songs, arithmetic 
problems, Red Cross graphs, and a section 
on how to make toys, give practical hints 
on the carrying out of these principles. 
Education in health, home and community 
service, and thrift are here shown in their 
new war setting, while the program for edu- 
cation through productive work is given an 
elaborate and detailed treatment. 

Supplements to the Manual will be issued 
from time to time, making modifications 
necessitated by changing conditions or sug- 
gesting new activities. Supplement No. 1 
on Manual Training (84 pp.) and Supple- 
ment No. II on Our Red Cross (32 pp.), 
a syllabus for the use of teachers in ele- 
mentary and high schools in directing an 
intensive study of the Red Cross during 
the month of November, are now in print. 


WHAT IS MORALE? 

It means that the soldier is sure lie’s right. 

It means he’s satisfied. 

It means he’s happy. 

It means lie’s physically fit and morally 
clean. 

It means he’s very much in earnest. 

And it means he’s ready to make any sac- 
rifice to perpetuate his ideals. 

Nine men who are kept happy and con- 
tented can outfight ten men who are lone- 
some and homesick. If it is worth $24,000,- 
000,000 to America to keep its men under 
arms next year, surely it is worth $170,500,- 
000 to make them fight 10 per cent more 
. ..iciently — to contribute that factor which, 
as Napoleon said is “to other factors in war 
as three to one” — that indefinable, indis- 
pensable factor, Morale. 

STUDYING THE PEACE NOTES 

The suggested study on the Government 
of Germany which appears in this issue 
can be made of especial value if given in 
connection with the recent interchange of 
notes between President Wilson and the 
German Government, and in view of the 
reported decrees of the Kaiser, subjecting 
the military to the civil authority, giving 
the Reichstag power over the making of 
war and peace. How do these changes 


affect flic relation of the Chancellor to the 
people ? What will be the probable effect 
on the military class if the decree as pub- 
lished is carried into effect? How can the 
German government legally be changed? 
When the President says, “The German peo- 
ple have it in their power to change it,” 
wliat does he imply as to how the change 
might be brought about? How might the 
reply that “the Chancellor spoke for the 
German government and the German peo- 
ple” be interpreted? What might be the 
form of the satisfactory safeguards and 
guarantees of the American and Allied 
armies that the President asked for in his 
note of October 14? 

O Beautiful! My Country! 

What were our lives without thee? 

What all our lives to save thee? 

We reck not what we gave thee ; 

We will not dare to doubt tliee, 

But ask whatever else, and we will dare! 

— Lowell. 

SCIENCE TEACHERS HELP PRE- 
PARE NURSES’ AIDS 

The Surgeon General of the Army has re- 
cently asked the Red Cross to secure 1 5,000 
nurses’ aids for immediate service in 
France. It is probable that a similar num- 
ber of aids will be used later in the hos- 
pitals of this country. 

The preparation of women for this serv- 
ice consists of the course, in home hygiene 
and care of the sick given under the aus- 
pices of the American Red Cross, with one 
month’s practical experience of eight hours 
daily in approved hospitals. 

In view of the large number of nurses 
being withdrawn from the country for mili- 
tary service and in order to meet the pres- 
ent emergency, it will be impossible to 
rely upon the graduate nurses to give all 
of the theoretical instruction. Physicians, 
high school teachers of natural sciences, and 
teachers of domestic science will be asked 
by the Red Cross to give parts of the in- 
struction in subjects other than practical 
nursing. The nurses available will be used 
for practical demonstrations. 


VICTORY BOYS AND VICTORY 
GIRLS 

President Wilson's request that the seven 
officially recognized agencies engaged in 
welfare work among our land and naval 
forces join in a single fund raising cam- 
paign, was acquiesced in immediately by 
those organizations which at once agreed 
upon plans for a combined drive Novem- 
ber 11-18, under the name of the United 
War Work Campaign, for a fund of 
$170,500,000. 

Representatives of the seven agencies de- 
cided unanimously so to extend the scope 
of the drive as to afford to the boys and 
girls of America opportunity to do their 
share in this great work. 

In accordance with that decision a Boys’ 
“Earn and Give” Division, and also a Girls’ 
“Earn and Give” Division, have been au- 
thorized, each as an integral part of the 
whole campaign; and the details of their 
organization have been worked out. 

“Victory Boys” is the name of the Boys’ 
“Earn and Give” Division. “A million boys 
behind a million fighters” is its slogan. 
“Victory Girls” is the name of the girls’ 
division. Its slogan is “Every girl pulling 
for Victory.” 

It is very essential that there be a clear 
understanding by all workers in the cam- 
paign with regard to the relation between 
the “Victory Boys” and “Victory Girls.” 
The following statement will help to make 
this relationship clear and bring largest 
cooperation and effective coordination. 

Supervision and Organization 

The general campaign director for each 
state or military department will appoint 
and hold responsible to him (1) a man to 
organize and promote the “Victory Boys” 
within that state or military department 
and (2) a woman to organize and promote 
the “Victory Girls” within that state or 
department. 

The “Victory Boys” and “Victory Girls” 
are both under the department of campaign 
divisions in the national headquarters or- 
ganization, with addresses at 347 Madison 
Avenue, New York City. 




16 


NATIONAL SCHOOL SERVICE 


November 1, 1918 


IN THE MIDST OF THEM 

The Americans were greatly surprised to 
see a number of children kneel in the street 
as the flag was carried by. — Cablegram 
from Paris, on the arrival of the American 
troops. 

(Why so patient, standing there, 

Edouard, and small Pierre, 

Georges, Yvette, and Marie-Claire?) 
“When the troops come marching by,” 
(Quoth the small Pierre.) 

“Mother, wilt thou lift me high, 

That we see them, thou and I?” 

“Mother, are they fair to see?” 

(A busy tongue — Pierre!) 

“Have they little boys like me 
Left at home across the sea?” 

(Alas! Alas! Pierre.) 

“Mother, we have waited long;” 

(Long, indeed, Pierre!) 

“The sun has grown so hot and strong — 
Surely none has done them wrong?” 

(God forbid, Pierre!) 

“Mother, who did send them here?” 

(The gift of God, Pierre.) 

“But then there is no need of fear, 

And on thy cheek I see a tear — ” 

(The tears of hope, Pierre.) 

Down the boulevard a cry — 

A bugle note is flung on high — 

The Stars and Stripes are passing by ! 

“The Gift of God,” quoth small Pierre ; 

His hat on breast, his curls all bare, 

He knelt upon the pavement there. 

(Five young children kneeling there — 
Georges, Yvette, and Marie-Claire, 
Edouard, and small Pierre.) 

Fairest flag of Liberty — 

Carrying hope across the sea — 

A little child has hallowed thee, 

And made of thee a prayer ! 

— Margaret Bell Merrill. 

FOOD SAVING IN ENGLAND 

There seems to be a quite general satis- 
faction with the food situation under exist- 
ing conditions in England, according to a 
recent number of the Monthly Labor Re- 
view, published by the U. S. Department 
of Labor. Under the regulations people 
are rationed as regards meat, bread, sugar, 
tea, butter, and jam. The meat situation 
has improved recently, so that sausages are 
not rationed, and bacon restrictions have 
been much lessened. Each person is al- 
lowed four coupons for meat each week, 
which entitle him to about a pound. Cer- 
tain orders, such as bacon, require one 
fourth of a coupon only; others, such as 
ordinary chop or steak, or a large order 
of chicken, take a whole coupon. As fish 
and eggs are to be had everywhere, and 
of the first quality, the average person 
finds he gets practically all the protein that 
he requires. Vegetables are abundant and 
not unreasonable in price. 

According to the regulations, each per- 
son is entitled to two ounces of tea, five 
ounces of butter or margarine, and six 
ounces of sugar per week. The army is 
making large demands for jam, and to meet 
these it will be necessary to make over 
nearly all of the available fruit crop to the 
jam manufacturers; in addition, the whole 


of the 1917 bitter-orange crop of Spain and 
Sicily has been secured for the marmalade 
manufacturers. Vegetable marrow, a va- 
riety of squash, is to be used in large 
quantities as a “body” for the jam. 

If a person lives in a hotel he is given 
four ounces of sugar a week which he car- 
ries to his meals as he may desire; the 
remaining two ounces the hotel retains for 
use in cooking. Meat coupons are given 
up according to one’s order. Bread and tea 
and jam are so served as to comply with 
the ration order, but no coupons are is- 
sued. Butter coupons are issued, but are 
not always asked for, in which ease butter 
in small quantities is served at breakfast 
and with tea. 


LIBRARY WAR 
SERVICE 

The war work of the Amer- 
ican Library War Service to 

date may be summarized as 

follows: 

41 war library buildings in 
operation. 

43 large camp libraries estab- 
lished. 

143 hospitals and Red Cross 
houses supplied. 

243 libraries maintained in the 
service. 

315 small military camps and 
posts equipped with books. 

350 points overseas supplied 
with books. 

406 naval and marine stations 
supplied with libraries. 

1547 branches and stations lo- 
cated in recreation huts, 
barracks, and mess halls. 

600,000 books purchased, 
largely technical. 

1,030,458 books shipped over- 
seas. 

3,011,510 gift books placed in 
service. 

5,000,000 gift magazines dis- 
tributed. 


YOUR SHARE 

Our Country has assumed the respon- 
sibility of shipping to Europe during the 
coming year four times as much meat and 
fat as we used to average before the war, 
three times as much breadstuff, and three 
times as much sugar. 

You are one of one hundred and five 
million Americans who make Our Country. 
What is your share of this responsibility? 

® 

THE AMERICAN'S CREED FREE 

An artistic color print of the American’s 
Creed by William Tyler Page, with explana- 
tions as to the origin of the creed will be 
furnished free to teachers applying through 
their principals or superintendents to 
Mathew Page Andrews, Chairman of the 
Publicity Committee of the Executive Coun- 
cil of the American Creed, 849 Park Ave., 
Baltimore, Maryland. The creed with an 
explanation was published in National 
School Service, September 1. 


CHRISTMAS PLANS FOR THE 
JUNIOR RED CROSS 

Making Christmas presents is much more 
exciting than just making “things” in 
manual training, sewing or art classes. 
Nails are pounded harder, stitches are set 
straighter, and brushes are plied more en- 
thusiastically when the work on hand is 
bound for some one’s Christmas stocking. 
That is why the Junior Red Cross made 
December the “bazaar month” on its 
monthly schedule. 

Made for the Bazaar 

Here is a list of contributions to a 
bazaar in which all the schools of Los 
Angeles took part: 

Art .— -Art works of all sorts, pottery, 
hand-tooled leather, hammered brass and 
copper designs, jewelry. 

Domestic Art . — Rag rugs of gingham and 
calico, portiers, silk rugs, crocheted and 
woven articles, children’s and infants’ 
clothes, layettes, ready to wear wash gar- 
ments for women, woven baskets, knit- 
ting and shopping bags. 

Domestic Science. — Jams, jellies, canned 
fruits, pickled, fruits, cakes, candies, can- 
died fruit, plum pudding, Christmas cakes. 

Manual Training. — Furniture, wicker 
and wood, packing cases, bread boards, 
wooden articles, toys of every description. 

Miscellaneous . — Hand woven laces, run- 
ners, coverlets. 

The Kind of Bazaar 

The type of bazaar held depends, of 
course, on the size and needs of the com- 
munity, the number of schools taking 
part, and their equipment. Single school 
sales are comparatively simple to handle. 
When all the schools of a city join in such 
a venture they are confronted by real prob- 
lems of business management. Central 
management was found very successful in 
running one such large bazaar. The Super- 
intendent of Schools was the head of the 
whole enterprise. The management of 
various activities was entrusted to com- 
mittees of teachers with student assist- 
ants. Principals were chosen to be chair- 
men of these committees since they could 
leave their buildings during school hours. 
The following committees were appointed: 
publicity, reception of goods, salesmanship, 
equipment, pricing of goods, floor manage- 
ment, decorations, care of stock, finances. 


A SCRAP OF PAPER 

The Kaiser has no respect for a scrap of 
paper. Uncle Sam has. He knows that 
saving scraps of paper means saving for 
the war. 

Have the children estimate the amount 
of paper required for each piece of work 
during the day, and at the end of certain 
exercises compare to see how many have 
saved paper by efficient arrangement of 
work. 

Put these directions on the blackboard. 

Use: 

1. Both sides of paper. 

2. Thought in arrangement. 

3. Little pieces when possible. 

4. Your paper bag or sheet of brown 
paper more than once. 


IJ S fi r ' I i > T|; / , i „ ... tv t ? 7*- ,. , , 

» ,l ( i, Tf *v» ( *•• 1 V<V; M e .y (J 1 e -^ /«•«£( .' i> 

1ST ATI O NAL 

School Service 

PUBLISHED BY THE COMMITTEE ON PUBLIC INFORMATION 


Volume I 


WASHINGTON, D.C., NOVEMBER 15, 1918 


Number 6 


HELPING THE DISABLED 
TO HELP THEMSELVES 


What Uncle Sam Is Doing for the Men 
Injured in Line of Duty — The Reeduca- 
tional Program in Our Hospitals 

In the old days after war, cripples were 
numerous wherever one turned. Few peo- 
ple thought anything of it if these cripples 
were, or soon became, dependent on odd 
jobs for their living or perhaps, indeed, 
outright beggars. Today no such condi- 
tion will result, for the War Department 
has definitely planned to prevent it. 

It will be possible, of course, to refit 
many of the sick and wounded for 
further active service or for the im- 
mediate resumption of their regular 
occupations. Besides these, however, 
there will be many who will have met 
with more serious disability and will, 
therefore, be obliged to recuperate in 
hospitals before they can reenter 
civilian life. 

Cured to Usefulness 

In earlier days, “cured” meant simply 
physically well — sickness over, an 
amputated stump of an arm or leg 
healed, a wound closed, a run-down 
system built up. Much more than this 
is meant today. A man “cured” means 
cured to the point where he is able to 
be useful again. The Surgeon General 
has stated it as a settled policy that 
I “No member of the military service 
; disabled in line of duty, even though 
not expected to return to duty, will be 
discharged from service until he shall have 
attained complete recovery or as complete re- 
covery as may be expected when the nature 
of his disability is considered.” Complete 
recovery includes both mental and physical 
health. Every method recognized by mod- 
ern medical and surgical science is put to 
use. To the side of the physician are called 
reconstruction aides and teachers. Some of 
the aides will use various physical measures 
such as massage, electricity, baths, me- 
chanical devices, and active exercises ; other 
aides will endeavor to improve the patient’s 
mental attitude through profitable occupa- 
tions and thus prevent brooding and depres- 
sion of spirit. At the bedside in the hos- 
pital wards, this work will begin. Later on, 
expert teachers will give the convalescent 
such studies as he may be fitted to take up 
and as may improve the future possibili- 
ties of his earning a living, while at the 
same time the main curative purpose is 
always kept in mind. When the soldier has 
been discharged from military life, he may 


avail himself of the opportunity provided 
by the Federal Board for Vocational Edu- 
cation and continue his education begun in 
the hospital under the Surgeon General. 
The Federal Board is a civilian body which 
has been charged not only with providing 
adequate training for men no longer in 
military sendee, but also, in cooperation 
with the Department of Labor, with re- 
sponsibility for the placement of the men 
in suitable occupations. 

Fitting the Cured to his Job 

In each of the eighteen general military 
hospitals throughout the land, an educa- 



tional branch, or service as it is called, has 
been established. Special school buildings 
and curative workshops have been erected 
or are in course of erection, gardens and 
greenhouses are provided or planned, and 
every care has been taken to make the work 
thorough and beneficial. One division of 
this service prevents the misfitting of the 
man and his future job. His needs are 
studied, his mental ability is determined, 
and the progress that he has made in his 
studies is noted. Another division affords 
instruction in elementary, high school, and 
professional subjects. A third teaches com- 
mercial, agricultural and other technical 
branches. A fourth supervises games and 
sports and provides physical training. All 
the educational work is done in cooperation 
with the hospital physicians and with the 
main idea foremost — to get the patient well. 
The teachers are, for the most part, limited 
service enlisted men serving under commis- 
sioned educational officers. 

(Continued on page 2) 


FEEDING FRENCH CHIL- 
DREN 


Red Cross Worker Tells Younger Brothers 
of Aid Given School Children 
of Paris 

Do you wish you had been born in France 
and that your names were Jean, and Ren6, 
and Etienne instead of Bill and George 
Albert Drew, Jr., and Ben Drew? And do 
you wish you wore black sateen aprons 
instead of woolly blue sweaters? 

The reason I began to write you this 
letter is that yesterday afternoon I put on 
my hat and coat when I ought to have 
been working, and went to visit some 
French schools. I went with twenty 
nice people who all wore Red Cross 
uniforms. 

Thin, Hungry Children 

The reason I went is pretty inter- 
esting. For three years, while all the 
men and the big boys in France have 
been fighting, their mothers and sisters 
and all the children whom they had to 
leave behind them have been getting 
poorer and thinner and hungrier. You 
see since the men have gone to war 
there haven’t been enough of them 
left to grow the wheat and run the 
machinery which makes the bread. 
Well, as I said, the mothers and the 
little children got thinner and poorer 
and hungrier, but the last thing of 
all that they gave up was a luncheon 
they served in the afternoon in the 
schools to the smallest and poorest chil- 
dren. It was such a little luncheon that 
they called it “the taste,” but finally they 
had to give up even that, and then when 
the time came to eat, the children who 
were just as brave as soldiers had to pre- 
tend they weren’t hungry at all. They 
went without that luncheon for a number 
of months, and then an American doctor 
decided that the boys and girls in that 
part of Paris must have that luncheon 
again. So the doctor rented a bakeshop 
and he got a ton of nice white American 
flour, and hundreds and hundreds of cans 
of American condensed milk, and a very 
great deal of sugar and some other things. 

Thank America for Food 

I suppose you think that one bun and one 
piece of chocolate wasn’t much — and we 
thought so too when we saw all those hungry 
little faces, and their little legs that looked 
quite hollow — but the children thought it 
was fine. They were so polite, boys ! When 
(Continued on page 3) 


2 


NATIONAL SCHOOL SERVICE 


Afrti.A 


November 15, 1918 



HELPING THE DISABLED TO H£LP 
THEMSELVES 

(Continued from page 1) 

The individual man is given attention, 
and instruction equalling the best given 
anywhere is afforded. Self-confidence and 
the desire to make the most of one’s oppor- 
tunities are inspired. A man enters the 
hospital suffering from rheumatism con- 
tracted in the trenches. His fingers are 
stiff. Instead of being advised, as he would 
have been in the older days, to move his 
stiff limbs so many times a day, he is set 
to do or to learn some work, such as weav- 
ing, typewriting, setting type, or repairing 
an automobile, which is not only curative 
and helpful in getting him well. If possible 
the instruction is given in the occupation 
he has followed or expects to follow. 

Curative Effect of Right Work 

Again, we have a patient, who, because 
of some injury, is unable tq, stoop or 
bend his body. Such a man null find 
plenty to do in the hospital garden, pick- 
ing beans perhaps, or hoeing, gradually 
regaining the use of the stiff or injured 
muscles. Still another case: A man has 
lost his third and fourth fingers. He has 


been a carpenter and wants to learn cabi- 
net-making but believes that he can never 
again use his hand in running a plane. 
Furthermore, his muscles and remaining 
fingers are so stiff that he can use them 
only awkwardly. For this man a carpenter’s 
plane is fitted with a leather strip ar- 
ranged to enable him to use his two fingers 
and his thumb. 

One more example : 
his right arm in 
battle. Such a man 
is taught to write 
with his left hand. 

For him and for his 
comrade without a 
leg, a set of arti- 
ficial appliances for 
a variety of uses is 
made and soon both 
will be doing much 
the same work as 
they did before their 
disability. Great 
skill has been shown 
in this matter of 
artificial helps. Not 
only are the “Sun- 
day” or dress limbs 
provided, but also 
the more service- 
able “utility hooks” 
to which various 
tools may be readily 
attached. The old-fashioned crutch has 
given away in large measure to the arti- 
ficial leg. All amputation and other 
surgical operations are performed to the 
end that the remaining stump or other 
part shall be in such condition as to per- 
mit its future use. Modern surgery seeks 
not only to heal, but to restore to use- 
fulness. A man’s happiness and earning 
power are kept in mind as part of the pro- 
gram of restoring him to usefulness. 


Work in Military Hospitals 

Let us gain an idea of the size of the 
educational program as it appears in actual 
operation at one of the general military 
hospitals. In the wards we see bedside oc- 
cupations in woodcarving, knitting, weav- 
ing, basketry, metal work, and modeling. 
The aim here is light, interesting work. 
School work is given in the curative work- 
shop where training is offered in left-hand 


writing, English, spelling, and composition, 
and in advanced branches, such as arith- 
metic, Civil Service preparation, and prac- 
tically any other school subject. In the 
school, too, we find commercial branches, 
such as typewriting, stenography, book- 
keeping, accounting, business penmanship, 
commercial law, business English, and 
salesmanship. In the machine shop, men 
are busily engaged in learning electric wir- 
ing, typewriter and automobile repairing, 
woodworking, wire and wireless telegraphy. 
Men who have had experience pursue ad- 
vanced work in mechanical, electrical, and 
steam engineering. In another place we 
are likely to see men occupied with design- 
ing and with mechanical, architectural, ahd 
free-hand drawing. Shoe-repairing, orien- 
tal rug weaving, printing, photography, 
jewelry making, the manufacture and fit- 
ting of artificial limbs and appliances are 
all in evidence. Outside on the hospital 
grounds other men are busy at drill, games, 
field sports, and general recreation and 
physical training. Light work on the farm 
in the open air and sunshine or, during the 
winter months, in the greenhouses, engages 
Still another group of patients. 

Broad Program of Studies 

It will be seen that a broad program of 
studies and opportunities has been provided 
to satisfy every need that may arise. Every 
effort has been put forth to make it cura- 
tive first but helpful occupationally as well. 
There should be no work-slackers as a re- 
sult of the war; none who have bravely 
fought will wish to be. Certainly, no one 
whose physical condition has not been en- 
tirely impaired in military service will have 
a good excuse for being physically or men- 
tally unfit or for being out of a job because 
of his disability. Not only the individual 
and his community but the nation itself will 
receive the benefit. 



Motor Mechanics Class Taught by Wounded Aviator who has Recovered 


A man has lost 



Left-handed Writing Practice, Walter Reed Hospital 


ot v. 



November 15, 1918 


NATIONAL SCHOOL SERVICE 


3 



FEEDING FRENCH CHILDREN 

(Continued from page 1) 

we marched into their classrooms they all 
stood up and saluted us as if they had been 
soldiers. They showed us their copy books 
and told us what the lesson was. In one 
class the master himself was quite scared, 
because he wanted to speak English to make 
us feel at home. But he made us a fine 
speech saying how thankful they all were 
to their American friends for being so gen- 
erous to them. And then he thanked us 
especially for thinking of the children and 
for trying to help them when their fathers 
were away fighting. Then, he asked the 
boys whose fathers or brothers were in the 
war to raise their hands, and do you know 
almost every boy could raise his hand. They 
were proud to do it too. Their hands went 
up quickly and some of them 
waved — as you do when you 
especially want the teacher to 
pay attention to you. Then 
the master asked the boys 
whose fathers would never 
come back to raise their hands, 
and there were so many of 
them that we could hardly 
bear to count them; and this 
time the hands went up very 
slowly and their faces were 
very, very sober. 

Bun Baskets Decorated 

In the first school we went 
to, the big hall was decorated 
with a long string of Ameri- 
can flags, every one was drawn 
very carefully, and then col- 
ored, with crayons, by the lit- 
tlest children. There were 
paper chains, too, made out of 
red, white, and blue paper, 
and finally when the buns 
came in, the baskets were all 
decorated with the American 
flag, because the American 
people had given the bread. 

The boys all marched into 
the hall in a long, long line 
and, Bill and Junior and Ben, 

I was so afraid that there 
wouldn’t be enough buns to 
go around! They marched 
up to the baskets, their little 
wooden shoes making a ter- 
rible clatter on the stone floor 
and every boy got a bun in 
one hand and a bar of choco- 
late in the other and every boy said “Thank 
you” in French, very politely. I don’t 
think even the smallest forgot that, though 
some of them were so excited that they 
couldn’t march straight and some of them 
couldn’t talk at all plainly, even in French. 
There was one time when I got very much 
excited myself. That was when one little 
boy, in a blue soldier suit just like his 
father’s, said “Thank you” in English. I 
nearly dropped all the buns I had in my 
two hands, I was so surprised. 

Children Cheer America 

The Mayor of the district, who probably 
seemed like the President of the United 
States to most of the children, made a 
speech and told them how sorry the Amer- 
icans had been that they couldn’t have their 
lunch in the afternoon, and how the Amer- 


icans wanted them to be strong and well 
and happy, and had given them the buns 
and the chocolate to help, and he talked to 
them in such a pleasant voice and in such 
a loving sort of way, that when he said 
he wanted them to shout: “Vive 1’Amer- 
ique” which means “Hurrah for the United 
States of America,” they shouted, really 
and truly shouted, just as if they’d been 
little American boys. 

Then in a great hurry, because we had 
to go to so many schools, we shook hands 
with everybody, and all the little boys 
wanted to shake hands with us all over 
again, and went to another school, not so 
far away. 

We went to the building where the tiniest 
children of all learned their kindergarten 
games, and they marched for us, and sang 


Poster Made by Convalescent Wounded Soldier in Hospital, 
Lakewood, New Jersey 


a little song about the good “Saint Chris- 
topher” who was kind to little children, 
and a little boy who had lost his mother 
and father in the war and who was really 
too little to understand, said a very polite 
speech to us and promised us that he and 
his little friends would always remember 
how kind the Americans had been to them. 
He was so tiny that he hid his head in the 
teacher’s apron when he had finished. 

Pale, Thin Schoolgirls 

Finally we went to the biggest school 
of all, and there we found a great hall 
filled with classes of little girls, all dressed 
in black, all looking so pale and thin and 
sad that we were glad to think that per- 
haps the buns and chocolates we had 
brought would — in a month or two — bring 
some color into their poor little faces, and 


perhaps even put some fat on their wrists 
and hands that were so thin they seemed 
like birds’ claws. One of the older girls 
had made a fine big panel picture here 
showing the children eating their buns and 
chocolates and capering up and down just 
as I’ve seen somebody caper a bit when he 
was going to have — was it ice cream for 
Sunday dinner? 

America Repaying France 

At the end, the nice old Mayor made 
another speech in which he told us a little 
bit of how brave the children had been 
when they were hungry and how glad he 
was that they were now going to have the 
American food, and then he thanked us 
all over again. So, then, one of the Amer- 
ican doctors said that when we came 
over here to France with our 
men, our food, and our love 
we weren’t making gifts, we 
were just trying to pay the 
debt that America had owed 
to France since Lafayette and 
his men came across the sea to 
help us in our war. Then the 
doctor told us how the Arabs 
believe that people who once 
eat even a tiny piece of 
bread together will always be 
friends, so the little children 
and their teachers, and the nice 
old Mayor, and all the Ameri- 
cans from the Red Cross ate 
some of the American buns 
and . . . that is the end of 
the story! 


CHRISTMAS SEALS 

Last year in all schools boya 
and girls sold Red Cross 
Christmas seals to help along 
the campaign against “the 
great white plague,” tuber- 
culosis. The fight against tu- 
berculosis, important in peace 
time, is doubly necessary now. 
The health of the soldier, of 
his family, and of those who 
make his supplies must be 
protected against the disease. 

The Red Cross has decided 
that this year the support of 
this great work must not de- 
pend on the sale of Christmas 
stamps. The National Tuber- 
culosis Association must be able to count 
on a definite amount for its work. 

For this reason the Red Cross has appro- 
priated $2,500,000 for anti-tuberculosis 
work in 1919 and set aside for this year the 
sale of Red Cross Christmas seals. 

The seals will be given as an award to 
members, ten seals to each member who 
answers the Red Cross Christmas Roll Call. 


There are 8,000,000 members of the 
Junior Red Cross. If they took hold of 
hands and formed a line, that line would 
stretch from New York to San Francisco 
and back again. 

If they marched at a little less than 
three miles an hour, to pass a given point 
would take a month and a half. Almost all 
of the members are school children. 




4 


NATIONAL SCHOOL SERVICE 


November 15, 1918 



The Break-Up of Austria-Hungary 

While making no pretension to minute accuracy as to political or 
ethnographical boundaries, and including other areas as well as Austria? 
Hungary, this map serves to show vividly the national aspirations and 
claims of the subject peoples of Austria-Hungary, especially the Slavs. 
Those parts of Germany which are indicated as Polish have a consider- 
able German population, particularly in the north, but the Polish areas 
of Austria and of Russia are occupied almost entirely by Poles. Among 
the Czecho-Slovaks there are, in fact, islands of Germanism, and there 
are also German and Magyar communities in those parts of Hungary 
marked as Roumanian. The Jugoslav areas are practically free from 
other nationalities except in the region north of Belgrade. There are 
also Jugoslav elements intermixed with the Italians along the east coast 
of the Adriatic. The chief value of such a map as this is to indicate 
roughly the regions of the Austro-Hungarian monarchy in which sepa- 
ratist movements are well under way. 


CENTRAL POWERS SUE 
FOR ARMISTICE 


Marshal Foch Delivers Rigorous Armistice 
Terms Which Are Accepted by 
German Military Commanders 

Alleppo captured, the Turkish army in 
Mesopotamia throws down its arms, Tur- 
key surrenders, Belgrade reoccupied, the 
Italians capture 300,000 Austrians across 
the Piave, Trent taken, Trieste occupied, 
Austria Hungary surrenders, the German 
armies thrust back in Belgium, Ghent cap- 
tured, Sedan taken, the Allies’ armistice 
terms signed by Germany — these are a 
few of the rapidly passing scenes in the 
moving picture of the downfall of mili- 
tarism and autocracy in Europe. With this 
brilliant victory of the Allies, declares Her- 
bert H. Asquith, former Premier of Great 
Britain, comes “the collapse, complete and 
irreversible, of autocracy.” “We may say 
with confidence,” he continues, “that the 
war has buried beyond hope of resurrec- 
tion autocracy and its satellite — militar- 
ism.” 

Turkish Army Captured 

The immediate events preceding Tur- 
key’s capitulation were the end of General 
Allenby’s remarkable campaign by the cap- 
ture on October 26, of Alleppo, 250 miles 
north of his original lines near Jerusalem. 
Two days before, the Mesopotamian army 
which had been comparatively quiet for 
many months began a forward movement 
which resulted, on October 30, in the cap- 
ture of the entire force of Turkish troops 
on the Tigris Biver, estimated at 8000. 

Terms of Turkish Armistice 

Realizing that further resistance was use- 
less, the Turkish government secretly 
opened negotiations with the Allies; and, 
on October 30, at Mudros, on the island of 
Lemnos, an armistice to begin on the fol- 
lowing day was granted to the Turks. As 
in the case of Bulgaria, the armistice is 
equivalent to complete and unconditional 
surrender. Foremost among the conditions 
of the armistice is the opening of the Dar- 
danelles and the Bosphorus to the warships 
of the Allies and the occupation of the forts 
guarding these straights. The other con- 
ditions include the freeing of all allied 
prisoners of war in Turkey; the immediate 
demobilization of the Turkish army; the 
surrender of all war vessels in Turkish har- 
bors; the surrender of Turkish lines of 
communication ; and the severance of all 
relations with the Central Powers. 

As in the case of Bulgaria, the armistice 
is purely military. It leaves the Allies in 
a position to dictate the terms of peace at 
a later date. 

Serbians Retake Belgrade 

The downfall of Austria-Hungary is as 
complete as that of Turkey. The gallant 
Serbian army assisted by the French has 
continued to press the Austrians relent- 
lessly northward occupying Kragujevatz 
and towns on the Danube River until it has 
crowned its successes with the capture of 
Belgrade. After sweeping the enemy from 
the gates of Monastir on the southern ex- 
tremity of their country to the blue waters 
of the Danube on the north, the Serbians 
have almost completely recovered their 


homeland in a campaign begun less than 
seven weeks ago. 

Italians Capture 300,000 Austrians 

More dramatic even that the Serbian suc- 
cesses, and far more important, is the cam- 
paign begun by the Italians, October 24, 
which within ten days resulted in the cap- 
ture of 300,000 prisoners and the complete 
elimination of Austria-Hungary from the 
war. What appeared to be a local offen- 
sive in the region of the Eastern Trentino 
suddenly shifted to the upper Piave where, 
in the face of strong resistance, the Ital- 
ians assisted by the British and the French, 
crossed the river which since the Austrian 
offensive of a year ago has formed the 
boundary line between the Italian and the 
Austrian armies. Once the Italian army 
was across the river the lines of the enemy 
gave way completely, severing the Austro- 
Hungarian armies operating on the plains 
from those in the mountains. The retreat 
of the Austrian forces immediately became 
a rout. The Italian cavalry quickly made 


its way to the Tagliamento River. In the 
face of the panic which seized the entire 
Austro-Hungarian army and of open rebel- 
lion at home, the Austrian commander 
begged for a cessation of hostilities. Gen- 
eral Diaz, commander of the Italian army, 
in conjunction with the supreme war council 
of the Allies sitting at Versailles, submit- 
ted the terms of an armistice to the Aus- 
trians which they agreed to on October 3. 

Austria-Hungary’s Complete Surrender 

The conditions of the armistice require 
the total demobilization of the Austro-Hun- 
garian army and the surrender to the Allies 
of one-half of its artillery and equipment; 
the evacuation of all territories invaded by 
Austria-Hungary since the beginning of the 
war; the evacuation of the southern water- 
shed of the Tyrol, Trieste, Istria, northern 
Dalmatia, and the islands in the eastern 
Adriatic. The armistice also concedes to 
the allies the use of all roads, railroads, and 
waterways in Austria-Hungary; the occu- 
pation of such strategic points as are 


November 15, 1918 


NATIONAL SCHOOL SERVICE 


5 


deemed necessary to conduct military oper- 
ations or to preserve order; the complete 
evacuation by German troops of Austro- 
Hungarian territory within fifteen days and 
the freeing without reciprocity of all allied 
prisoners of war and interned civilians held 
by the Austro-Hungarians. The naval con- 
ditions call for the surrender of fifteen sub- 
marines, three battleships, three light 
cruisers, nine destroyers, and twelve tor- 
pedo-boats. All other Austro-Hungarian 
war vessels, with all naval aircraft, are to 
be completely disarmed and the land and 
sea fortifications of the naval base at Pola 
surrendered to the Allies. 

Pandemonium in Dual Monarchy 

The result of these defeats has been pan- 
demonium throughout the Austro-Hun- 
garian dominions. The long expected 
breakup of the incongruous Dual Monarchy 
formed in 1867 has apparently been ac- 
complished. Refusing the Emperor’s offer 
fo^the formation of a number of federal 
states under the Hapsburg Crown, each 
portion of the Hapsburg dominions is now 
seizing the opportunity to declare its com- 
plete independence. In Prague the Czechs 
assumed control of affairs, on October 28, 
thus opening the way for the establishment 
of the Czecho-Slovak state, including Bo- 
hemia, Moravia, and Slavonia in north- 
western Hungary. This new government 
has already been recognized by President 
Wilson and the Allies. In western Hun- 
gary the Jugoslavs comprising Croatians, 
Dalmatians, Slovenes, and Serbians have 
declared themselves free from Hungarian 
domination, and have established a gov- 
ernment at Agram. They have also taken 
possession of the entire Austro-Hungarian 
fleet in the harbor of Piume. 

Hungary Proclaimed a Republic 

In Hungary, a movement for independ- 
ence is also on foot by means of which it is 
hoped to escape punishment for the crimes 
committed- by the Dual Monarchy. Count 
Tisza, Austro-Hungarian Minister of For- 
eign Affairs at the beginning of the war 
and commonly regarded as one of the chief 
collaborators in the infamous ultimatum to 
Serbia which began the war, has already 
paid the price of his actions by assassina- 
tion. Count Karolyi, a prominent Hun- 
garian noble is heading a movement for the 
complete political independence of Hun- 
gary which lias resulted in proclaiming 
Hungary a republic and the recognition of 
the independence of the Jugoslavs. 

New German State of Austria 

Not to be outdone in the general scramble 
toward separatism, the German deputies in 
the Austrian legislature have proclaimed 
the new “German State of Austria” which 
is probably only a temporary stop-gap in 
the revolutionary measures now proceeding 
in Vienna. Thus it becomes clear that the 
authority of Charles, the Emperor — King 
of the Austro-Hungarian dominions, has 
vanished. Before many days pass the Haps- 
burg family which began its career far 
back in the Middle Ages may be in exile 
from all of its ancient possessions. 

Further German Withdrawals 

Although military operations on the west- 
ern front were not so dramatic as those in 
Italy just prior to the Austrian armistice, 


nevertheless steady progress was made 
toward the elimination of the German army. 
The British captured the important city 
of Valenciennes in northern France on No- 
vember 2, while the Americans and French 
continue to push the Germans back on the 
highly strategic railway north of Verdun. 
Of even greater importance, however, was 
the announcement that during October the 
Allies captured 108,343 prisoners of war 
and 2064 cannon on the western front. The 
total captured since the middle of last July 
is 385,000 prisoners and over 6200 cannon. 

Armistice Parley Follows Disasters 
The succession of disasters on the west- 
ern front with the surrender of her two 
allies, Turkey and Austria-Hungary, made 
Germany more eager than ever to ob- 
tain a cessation of hostilities. In reply 
to President Wilson’s announcement that 
he had sent the German request for an ar- 
mistice to the allied powers the German 
government hastened to assure the United 
States that “peace negotiations are being 
conducted by a People’s Government, in 
whose hands rests, both actually and con- 
stitutionally, the power to make the decid- 


ing conclusions.” Some evidence of this 
is seen in the recent adoption of an amend- 
ment to the German constitution which 
places the power of declaring war and mak- 
ing peace in the Imperial parliament, and 
in the dismissal of General Ludendorff gen- 
erally regarded as the ablest military leader 
of the German army throughout most of the 
war. The terms of the armistice to be 
demanded of Germany were unanimously 
agreed to by the supreme war council of 
the Allied powers at Versailles, and handed 
to the German Commission by General 
Foeh, supreme commander of the Allies. 

Germany Signs Armistice 

In Germany, in the meantime, revolution 
was spreading with alarming rapidity, and 
the Government recognized that the cause 
of the Hohenzollerns was lost. On No- 
vember 9, the Kaiser was forced to abdi- 
cate. The Germans accepted the Allies’ 
terms at dawn on November 11, and the 
armistice went into effect six hours later. 

While an armistice is not technically 
equivalent to peace, it is clear that the 
greatest war in history is virtually over. 


FRIENDS FOR FIGHTERS 
FAMILIES 


Red Cross Home Service Extends Help and 
Comfort to Families of Soldiers 
and Sailors 

One of our American boys now in the 
front line trenches wrote the other day to 
his brother: “In your last letter you said 
you wished you were here. I wish so my- 
self. It is a great life. My heart aches 
for my wife and children, but if I had not 
come I would never have felt I was a real 
man.” 

When a soldier goes away to war he must 
leave his family, his “folks” behind him. 
It is part of the sacrifice that he and his 
family are called upon to make for their 
country, and everyone has made it gladly. 

Now it sometimes happens that when a 
soldier goes away from home things hap- 
pen which he would take care of if he were 
only there. Sometimes it is a matter of 
business; sometimes it is sickness; some- 
times an accident to one of his children. 

When the soldier hears about it he wor- 


ries and wishes he were home to help. The 
farther he is away from home the more he 
worries, and a worried soldier does not 
make a good soldier. Only when all is 'well 
with the mother, the wife, the brothers, the 
sisters at home, can the soldier go forward 
bravely and cheerfully. 

Kinds of Help Given 

With a big army like ours of two mil- 
lion men, there are at least a million homes 
here in America from which a father or 
husband or brother has gone; a million 
homes in which things like the following 
can happen. For instance, a few weeks 
after a certain soldier enlisted in one of the 
western states and went to camp, a moving 
van drew up in front of his door to take 
from it the furniture he had been buying 
on the weekly payment plan. In one of 
the northern states, one of two young 
brothers who had been managing the family 
farm for their aged parents was drafted; 
two weeks after his departure for camp the 
remaining son died just at harvest time, and 
there was no one to harvest the crops. In 
another case a newly married soldier left 



Children of French Soldiers Cared For by the Red Cross 



6 


NATIONAL SCHOOL SERVICE 


November 15, 1918 




Tied Cross Giving Toys to the Children of Noyon 


Help in Awkward Tangle 

In a city not far from the Canadian 
border, the American wife of a soldier in 
the British army — a woman of refinement 
and education who had always depended 
upon her husband to transact the business 
affairs of the household — got into an awk- 
ward tangle because she did not know busi- 
ness methods. A great deal of money was 
involved and she was almost sick with 
worry until a friend told her about the local 
Home service section of the American Bed 
Cross. She was obviously embarrassed 
when she came to the Home service office. 


states. Her son was drafted. He wrote 
home regularly all the time he was in camp 
in this country. The postman happened to 
notice that the old lady never sent any let- 
ters back. He happened to mention this to 
a Home service worker. She stopped one 
day to see the old lady and after a few 


her and writes the answer. It has made her 
very happy. 

Old Fashioned Neighborliness 

Home service after all is just friendly, 
personal help and comfort; it is aid of any 
kind ; it is old fashioned neighborliness 
given to the families of soldiers and sailors 
whenever they stand in need of these things. 
Home service is also given to the families 
of the soldiers and sailors of the Allies who 
may happen to live in this country. To be 
sure, the majority of the families of our 
soldiers and sailors will not need outside 
help. There will be a considerable number, 
however, who will find it hard to get along 
■without some good friend and neighbor like 
the Bed Cross to rely upon. The United 
States Government has provided financial 
assistance and every soldier sends part of 
his money to his family, but there are many 
things which the Government could not 
undertake to do. For example, the Bed 
Cross Home service gives information to 
all soldiers’ and sailors’ families on every 
subject where their pers nal interests are 
concerned. Home service tries to give the 
children and grown-up folks in soldiers’ and 
sailors’ families the opportunity for good 
times. It will try to provide the chance for 
a good education to promising boys and 
girls. It has helped women with the man- 
agement of their farms. It has helped 
young mothers with their little babies. It 
has seen that children had a doctor when 
they needed one or that the mother has had 
a doctor or nurse if she wanted one. It has 
even helped people to find good jobs, jobs 
m which they could do their best work. 


ip 

- 






A Junior Bed Cross Chapter in the Schools oi Porto Rico 


his young wife with his relatives and asked 
them to look after her. They made her a 
household drudge and forced her to give 
them all the money her husband sent to her. 

Care for Folks at Home 

Things do indeed happen to the folks 
at home. Every soldier and sailor who goes 
to the war recognizes that this cannot be 
avoided. His real anxiety is not so much 
that things may happen, as that, when they 
do happen, he cannot be there to help and 
advise. The spirit and courage of the Army 
and Navy of the United States will there- 
fore depend in no small measure on the way 
the folks at home are protected and cared 
for. If the soldier or the sailor is to do his 
best he must have the assurance that, what- 
ever happens, his family will have friends 
to help them. The American Red Cross has 
undertaken to give this assurance to every 
soldier and sailor, wherever he may be. The 
Bed Cross calls this work Home service. 

Over fifty thousand people are engaged 
in doing this work for the Red Cross and 
they have helped over one hundred thou- 
sand families of soldiers and sailors since 
the war began. In fact, Home service is 
a guarantee that no enlisted man’s family 
shall lack for anything in the power of this 
country to provide. This is how Home 
service works. 


The Home service people telephoned to a 
leading merchant of the city, consulted a 
lawyer, and secured from both some very 
valuable suggestions for a way out of the 
difficulty. 

Reads and Writes Letters 

Then there was the case of an old lady 
up in the mountains of one of the southern 


minutes tears came into the mother’s eyes 
as she confessed that she had a big bundle 
of letters from her son which she could not 
read because she had never learned how. 
The Home service visitor read the whole 
pile to her that afternoon. Then she found 
out that the old lady could not write, and 
now the Home service visitor visits the old 
lady whenever a letter comes, reads it to 



November 15, 1918 NATIONAL SCHOOL SERVICE 


7 


THE JUNIOR RED CROSS 


Activities of the Organization Revealed in 
a Series of Pointed Questions 
and Answers 

The following summary from “Helping 
Uncle Sam,” used in the public schools of 
Michigan, will serve as a basis for dis- 
cussing the Junior Red Cross work as re- 
lated to the schools. 

1. What is the Junior Red Cross? It is 
a means by which the boys and girls in 
school can serve the whole world by helping 
the sick and suffering people everywhere. 
As President Wilson says, they can learn to 
be “the future good citizens of this great 
country which we all love.” 

2. Who began the Junior Red Cross? 
The War Council of the American National 
Red Cross adopted the plan on September 
3, 1917. It is administered by directors of 
junior membership in fourteen divisions 
throughout the United States. Under them 
are the chapter committees and school offi- 
cers. But it is the children who are the 
important workers. 

Schools Become Members 

3. Who can join the Junior Red Cross? 
Any public, private, or parochial school 
may join the Junior Red Cross. Then all 
the boys and girls in the school become 
members of the American Red Cross. 

4. How can a school join the Junior Red 
Cross? First, the school authorities must 
give their consent. Second, the school must 
either collect dues or take a pledge that it 
will earnestly do Red Cross work. Third, 
the school then makes a formal application 
for membership to the local chapter or 
branch school committee, showing that it 
has collected the dues or taken the pledge. 
Then the school becomes a School Auxiliary 
of the Junior Red Cross and each ehild in 
the school becomes a member in the Amer- 
ican Red Cross. 

5. What are the dues which a school must 
pay? The dues for each school are as much 
money as would be collected if each child 
in the school gave twenty-five cents. 

How Dues Are Paid 

6. Does each child pay twenty -five cents? 
No, the whole school collects and pays the 
dues all together. The money may be raised 
in any way which the School Auxiliary 
decides, with the approval of the chapter 
or branch school committee. 

7. What is the school fund? The school 
fund is composed of junior membership 
dues and other contributions from any 
source. No part of it is diverted for Chap- 
ter use or for general expenses for the Red 
Cross. 

8. How is the school fund used? Funds 
are used for the purchase of materials to 
make into supplies needed by the Red Cross. 

9. Who are the officers of the School Aux- 
iliary? The school principal or someone 
chosen by him is the chairman of the Aux- 
iliary. The teachers may be either officers 
or members. The children are members. 

10. What is the connection between the 
School Auxiliary and the American Na- 
tional Red Cross? The American Red Cross 
throughout the United States and its pos- 
sessions is divided into fourteen divisions. 
Within each division are many chapters. 


The School Auxil- 
iary is directly un- 
der the charge of 
the local chapter or 
branch, but there is 
a director of jun- 
ior membership in 
each division. At 
Washington, in the 
National Head- 
quarters, there is 
an office for the 
Junior Red Cross 
where the work for 
all the junior mem- 
bers is planned. 

11. Who is the 
president of the 
Junior Red Cross? 

President Wilson 
is the President of 
the American Red 
Cross, of which the Juniors are a part. 

12. When should a school join the Red 
Cross? Your membership as an Auxiliary 
is given for only one year. Be sure to 
renew it at the beginning of every school 
year. 

Work of School Auxiliary 

13. How does the School Auxiliary find 
out where to help? The Red Cross chapter 
that helped the Auxiliary to organize will 
tell what work is needed. The National 
headquarters will send out pamphlets with 
directions. These pamphlets are distrib- 
uted through the chapters. Members of the 
Auxiliary themselves will think of many 
ways to help and can ask their chapter 
school committee for its approval. 

14. What sort of work does the Junior 
Red Cross do? It works in three big ways: 
Study: The children study the history of 
the Red Cross; they study how to help in 
the best way. Service to their city or vil- 
lage. Service to all suffering people. The 
children make many of the supplies used in 
this country and in Europe. 

15. How much school time will be spent 
on the Red Cross work? That will depend 
on What the principal decides. 

16. Will the members work for the Red 
Cross outside of school hours? Any eager 

First War Fund Drive 



Red Cross Plays Santa Claus to Refugee Children 


17. What can the Junior Red Cross make 
to send to our soldiers and to the people of 
France and Belgium? The best work for 
the Auxiliary is the making of clothes for 
the refugees of France, Italy, and Belgium. 
Over half of these refugees are babies and 
children. To these will be added the mil- 
lions of destitute and suffering people in 
the Balkan countries, and in other countries 
now accessible under the terms of the re- 
cent armistices. 


THE GROWTH OF THE AMERICAN 
RED CROSS 

At Christmas time the entire American 
people is to be asked to answer the Red 
Cross Christmas call. Every man, woman, 

Red Cross Membership 
300,000 April 6, 1917 




Aim 

$ 100 , 000,000 


Accomplishment 

$115,000,000 


Second War Fund Drive 



100,000,000 


176,000,000 



Christmas, 1917—22,000,000 


to be- 
mercv. 


member wall find many chances of helping 
his auxiliary and the chapter. 


and child in America is expected 
come enrolled in this army of 
Some idea of the magnitude of the Red 
Cross movement may be had from the facts 
recently published by the American Red 
Cross war council. On May 1, 1917, there 
were 486,194 members of the Red Cross 
working in over 562 chapters. On July 31, 
1918, fifteen months later, the organization 
numbered 20,648,103 annual members, be- 
sides 8,000,000 members of the Junior Red 
Cross — the total enrollment of over one 
fourth the population of the United States 
— working through 3854 chapters with 

30.000 branches and auxiliaries. 

More than $8,000,000 is devoted to can- 
teen work and to the production of relief 
supplies. By July 1, 1918, American Red 
Cross chapters through their workrooms 
had produced 490,120 refugee garments, 
7,123,621 hospital supplies, 10,786,489 hos- 
pital garments, 10,134,501 knitted articles, 
192,748,107 surgical dressings, a total of 
221,282,838 articles, with an estimated 
value of $44,000,000. 

The home service with its more than 

40.000 workers extends ministrations of 
sympathy and counsel each month to more 
than 100,000 families of soldiers in the 
active service of the country. 



8 


NATIONAL SCHOOL SERVICE 


November 15, 1918 


National School Service 


Published Twice a Month During the School Year 
by the Committee on Public Information, 
George Creel, Chairman 


Mailed free to teachers. Subscription price to all 
others, $1.00 a year. Address business communica- 
tions, such as those concerning subscriptions or fail- 
ure to receive numbers, to Henry Atwater, Business 
Manager, 461 Eighth Avenue, New York. Address 
editorial communications to National School 
Service, 10 Jackson Place, Washington. D. C. 


EDITORIAL STAFF 

Gcr Stanton Ford Director 

W. C. Bagley Editor 

J. W. Seabson Managing Editor 

Samuel B. Harding Historical Section 

Mabel Carney Rural Schools 

Fannie W. Dunn Rural Schools 

Lula McNally Cain Primary Grades 

Alberta Walker Intermediate Grades 

Chas. A. Coulomb, Upper Grades and High School 

ADVISORY EDITORIAL BOARD 

Mrs. Mary C. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colorado. 

J. A. C. Chandler, Superintendent, Public Schools, 
Richmond, Virginia. . 

L. D. Coffman, Dean, College of Education, Liu- 
versify of Minnesota, Minneapolis, Minnesota. 

R. J. Condon, Superintendent, Public Schools, 

Cincinnati, Ohio. 

Thomas E. Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Education, 
Albany, New York. 

Miss Alice Florer, Assistant State Superintendent, 
Lincoln, Nebraska. 

Rev. Augustine F. Hickey, Diocesan Supervisor of 
Schools, Boston, Massachusetts. 

F. M. Hunter, Superintendent, Public Schools, 

Oa'kland, California. 

D. B. Waldo, President, State Normal School, 

Kalamazoo, Michigan. 

H. G. Williams, President, National Educational 

Press Association, Columbus, Ohio. 

STATE EDITORIAL BOARDS 

State Editorial Boards, each consisting of five 
members appointed by the State Superintendents, 
represent the classroom teachers of the several States. 


Now is the dawn of peace — and the “twi- 
light of the kings.” 

The need of saving food is more impera- 
tive than ever. Starving Europe must be fed. 


Under the armistices now in force, the 
western world has renewed access to mil- 
lions of suffering people who for four 
years have been cut off by the battle-lines. 
The Red Cross will need every dollar that 
American generosity can provide if relief 
is to be taken even to the friends of the 
Allies among these peoples, to say nothing 
of the late enemy populations. 

W. 

Especially interesting to teachers will be 
the plans that the Y. M. C. A. has made 
for education during the period of demob- 
ilization. The army in France, indeed, will 
become a great university. Among the two 
million soldiers in France there are many 
competent teachers from elementary and 
high schools, as well as highly-trained 
specialists from universities and technical 
schools. These men will be called upon 
to serve as instructors under the super- 
vision of competent schoolmen, some of 
whom are now in France organizing this 
work. Every man in the service will have an 


opportunity to undertake almost any study 
in which he may be interested and for 
which he is prepared. For those whose edu- 
cational opportunities have been limited, 
there will be classes in the elementary 
school subjects — even in the rudiments of 
reading and writing. For the more ad- 
vanced, there will be high school work and 
work of college and university grade. Nor 
will vocational education be neglected. It 
is not generally known that the work of the 
army itself involves more than six hundred 
different trades. A great laboratory of 
vocational education is thus immediately at 
hand. A soldier seeking to master a trade 
will find the way open, the range of choice 
wide, and the facilities for instruction and 
training developed on a scale heretofore 
undreamed of, much less realized. This is 
the great university that is taking form in 
France under the general direction of the 
Y. M. C. A., which acts in this work at the 
request of the commanding officer and with 
the full cooperation of the military organ- 
ization. It represents something new in the 
history of war — something finely consistent 
with the traditions of the “cleanest army in 
the world.” 


Can there be what William James once 
called a “moral equivalent of war”? Can 
we have in times of peace the same spirit 
of cooperation and sacrifice, the same deep 
recognition of individual obligation to the 
common weal, that a great national strug- 
gle so quickly develops? This question will 
soon press for an answer, and it is educa- 
tion that must respond. It is not too early 
to make a beginning. Peace will not mean 
that the battle for democracy has been per- 
manently won. It will not mean that the 
responsibilities that our country has as- 
sumed for the cause of democracy can be 
laid down, or that we can return to the self- 
sufficiency of an earlier day. Problems 
that will involve the welfare of others as 
well as of ourselves must be faced and 
solved by the American people. It is not 
too soon to impress upon the children now 
in school the fact that to meet these re- 
sponsibilities in harmony with the ideals 
for which our soldiers have fought, will re- 
quire from them the keenest and clearest 
thinking of which they can make themselves 
capable. If education was at any time 
merely a privilege, that time has passed in 
our country. If to strive for knowledge 
and insight can ever be a duty, it is a duty 
today. 

8 


If the teaching of the war has been a 
primary task of the schools during the past 
eighteen months, an equally important task 
will soon be faced in bringing to every pupil 
a clear understanding of the issues involved 
in laying the bases of the peace that our 
country and its associates will seek to 
establish. The generation now in school 
will be more profoundly affected by the 
sweeping changes that are likely to be made 


within the next few weeks than shall we of 
the older generation. The events that 
will be packed into these few weeks 
may make this brief period from many 
points of view the most important era in 
the lives of our boys and girls. The mean- 
ings that even the younger children in our 
schools attach to these events, the notions 
that they gain of the reasons for the 
great changes that they will witness, are 
boupd to have an important influence in 
their later thought and action. Surely a 
duty of the first magnitude rests upon the 
schools to make this period yield the largest 
possible educational returns. In this num- 
ber of National School Service, the 
terms of the Turkish and Austro-Hungarian 
armistices are explained, and suggestions 
for class discussions will be found in the 
departments. 

As other terms of armistice or of peace 
appear, they may well be made a “special 
order of business,” at least in the upper 
grades and the high schools. It will prob- 
ably be less easy to do well the kind of 
teaching that this involves than it has been 
“to teach the war,” but it is no less impor- 
tant. The more clearly our pupils can be 
led to understand the principles and policies 
that will govern the new world order, the 
better able will they be to take their part 
in it later. 

® 

THE MESSAGE OF THE STARS 

(In honor of the Service Flag) 

With eager hearts and anxious eyes 
The Magi in far distant years 
Would scan the placid evening skies, 

Tom ’twixt fond hopes and foolish fears, 
To read strange secrets in the stars. 

And catch sweet “music of the spheres.” 

Ah! not so foolish -fond are we 
Who gaze upon our stars today, 

And by a wiser wizardry 

Interpret what they have to say 
Of courage high and purpose pure 
And fate’s mysterious yea and nay. 

They tell of glorious things to be, 

As far and wide their music rings, 

The triumph of Democracy, 

The doom of kaisers and of kings, 

The story of a world made free 
And glad with all that freedom brings. 

They sound alas! some notes of woe, 

For brave hearts stricken far away; 

But not one craven deed they show, 

Not one weak faltering in the fray — 

Yes, with such portents all aglow 
The stars gleam in our flag today. 

And as we scan them, we shall be 
Lifted above dull commonplace, 

Inspired with finer loyalty, 

Endued with greater strength and grace, 
O stars of noblest augury. 

How great the glories that you trace! 

— Vernon P. Squires. 


November 15, 1918 


NATIONAL SCHOOL SERVICE 


9 


MAKING THE NATION 
PHYSICALLY FIT 


Public Health Service Cites Draft Facts to 

Guide Schools in New Health Program 

As a result of the physical examinations 
made during the first draft, over one third 
of all the men examined were rejected for 
active military duty because of physical 
defects. 

A very large proportion of these defects 
represented conditions which could have 
been prevented during childhood. The 
findings constitute at once a grave indict- 
ment of our neglect to safeguard the physi- 
cal fitness of our nation’s manhood, and a 
strong argument for nation-wide school 
medical inspection. 

Here is a typical example from seven 
local boards in Detroit, Brooklyn and New 
York. 

Number of men examined 7611 

Number rejected for physical defects, 2232, 

or 29 per cent. 

On the average an additional six per cent 
were subsequently rejected, for physical 
reasons, by the cantonment surgeons. 

Prominent causes for rejection: eye de- 
fects, 462 or six per cent; teeth defects, 
366, or 4.8 per cent; underweight, 350, or 
4.6 per cent; hernia, 223, or 2.9 per cent; 
foot defects, 180, or 2.3 per cent; miscel- 
laneous, 651, or 9 per cent. 

Among the defects frequently encount- 
ered many are so obviously preventable by 
a little attention in early life, that school 
teachers throughout the country will do 
well to consider whether, even in the ab- 
sence of organized school medical inspec- 
tion, they cannot contribute to an improve- 
ment in the physical health of the nation 
by calling on parents to have their children 
medically examined once a year. 

Physical examination of school children 
shows that the following are some of the 
commoner defects the correction of which 
during childhood does so much to promote 
the development of sturdy bodies in adult 
life: carious teeth, adenoids and enlarged 
tonsils, enlarged lymph glands, defective 
vision, impaired hearing, anaemia and mal- 
nutrition. 

What are you doing to make the nation’s 
manhood fit? 

— m — 

FRESH AIR AND THE SCHOOLS 

Helping to keep the school children well 
and strong is every bit as important a duty 
of the teacher as is the teaching of the 
three R’s, says Surgeon General Blue of 
the United States Public Health Service 
in a special communication to National 
School Service. It is impossible, he de- 
clares, to maintain children in good health 
by keeping them in overheated, badly 
ventilated classrooms. As a nation we talk 
a great deal about fresh air, but many of 
us do not really practice what we preach. 
An exhaustive study made recently in the 
public schools of New York city showed 
that there was less sickness due to respira- 
tory troubles, and less absence due to ill- 
ness in classrooms where there was good 
open-window ventilation than in those 
where the ventilation was poor. 

This is the season of the year when peo- 


SPEGIAL MESSAGES TO SEND TO EVERY HOME 

1. The Food Administration has sent out an urgent call for Americans 
to continue to save food in order that we may share at least 
17,550,000 tons with those who are in dire need in Europe. 

2. Send to every home the story of what the American Red Cross 
is doing for our soldiers at home and overseas, and for the families 
dependent upon them. 

3. Save and sell through the local councils authorized by the War 
Industries Board: paper, cotton rags, iron, steel, copper, wool, 
brass, zinc, aluminum, rubber, babbit metal, tinfoil, leather, lead. 


pie begin to keep their windows closed, and 
live in stuffy, badly ventilated rooms, 
mainly because they do not realize the 
danger to which they thus expose them- 
selves. 

Is your classroom well aired? 

Do you have setting-up exercises with 
wide-open windows two or three times a 
day? 

Do you watch the thermometer in your 
room, and keep it from going over 68 de- 
grees Fahrenheit? 

Are your pupils inattentive or drowsy 
after an hour in the classroom? 

In a well managed fresh-air school con- 
nected with the New York tuberculosis pre- 
ventorium for children, the pupils are easily 
kept up to the standard grades even though 
they attend only a single session of school 
daily, either in the morning or afternoon. 
Their minds are so alert, because of the 
fresh air, that they do in one session what 
the children in other schools do in two. 

Why not have a “fresh air” classroom? 


WASTE MATERIAL CRUSADE 

A paper famine threatens the country, 
according to announcements of the War In- 
dustries Board, and the Government wants 
every patriotic citizen to do two things: 
economize in the use of paper, and save 
all waste materials. Materials to be saved 
are paper, cotton, rags, iron, steel, copper, 
wool, brass, zinc, aluminum, rubber, bab- 
bit metal, tin-foil, leather, and lead. 

So necessary is this saving of waste ma- 
terials that the War Industries Board has 
planned a nation wide campaign, begin- 
ning November 20, under the direction of 
local councils appointed for this purpose. 
The slogan, “Don’t Waste Waste,” will be 
sent from coast to coast. 

Here is a real opportunity for the schools. 
When waste paper is worth fifty cents a 
hundred pounds, rags from five cents to 
fifteen cents a pound, and scrap metal about 
fifteen dollars a ton, the schools should 
join the service campaign and seize the 
opportunity to buy thrift stamps or turn 
the money into some important school serv- 
ice fund. 

Make Paper Balers 

It would be well to have paper balers 
made by the manual training department 
of schools. It is even possible to make a 
paper baler from an old box or crate. In 
this is placed some strong cords or pieces 
of rope running parallel across the box 
with others at right angles. The ropes 


should be left loose enough to lie on the 
bottom of the box, and then lined with pa- 
pers. It is then possible to throw into the 
baler paper of all kinds. When it is filled 
and the paper is pressed down, the top 
should be covered with a large piece of 
paper and the strings brought across the 
top and tied securely. Then the bale is 
ready for market. 

Material should be classified as follows: 
cotton rags; newspapers; books and maga- 
zines; and chip or scrap paper. By classi- 
fying the paper in this way, it is possible 
to realize the largest amount for each class. 

The time’ to begin saving is now. Save, 
bale, and then get in touch with your local 
War Industries council for disposal. If no 
council has been organized in your locality 
write to the Waste Reclamation Section of 
the War Industries Board for further in- 
formation. 

FOR THE THANKSGIVING TALK 

The United States food pledge of seven- 
teen and one half million tons of food for 
shipment over the seas may be made the 
theme of a Thanksgiving talk before the 
weekly assembly. Here are some sugges- 
tions : 

1. The President’s Message to the Allied 
Food Controllers last summer: “The 
American people will gladly and willingly 
make any sacrifice in their consumption 
and production of food stuffs that will 
maintain the health, comfort, and courage 
of the people of the Allied countries. We 
are, in fact, eating at a common table with 
them.” 

2. America’s Pledge: The United States 
of America through its representatives 
gave the Allied Food Controllers this as- 
surance: “Determine what you must have 
and how much the ships can carry. That 
will be your quota through the coming year. 
You need not consider how much America 
has more or less. We will send it; we have 
it or we will find it.” 

3. The food program for 1918-19. 
America’s food pledge, seventeen and one 
half million tons. See National School 
Service, October 15, p. 7. 

4. Location of the world’s food and the 
shipping situation. Food must be shipped 
from America rather than from the Argen- 
tine and Australia so that ships may be 
released to transport troops. 

5. The national obligation is a personal 
responsibility. 

This outline can be used also as the 
basis for a classroom talk on Thanksgiving 
or used as a basis for a conservation talk. 


10 


NATIONAL SCHOOL SERVICE 


November 15, 1918 



THE RED CROSS DRIVE IN RURAL 
DISTRICTS 

Of all the drives ever planned none has 
made quite the appeal that will probably 
accompany the Red Cross Christmas Roll 
Call, December 16-23. All that is good and 
merciful in this terrible world war, all the 
ideals and aspirations for which men suf- 
fer and die, seem epitomized in the mother- 
hood of the Red Cross. Tor this reason the 
American people, and especially American 
mothers and teachers, will respond to the 
Red Cross call next Christmas week even 
more whole-heartedly than to our various 
other successful drives. 

There are two phases of this campaign, 
and in country districts the rural teacher 
will be chiefly responsible for both. The 
first is the enlistment of all school chil- 
dren and others between five and eighteen 
years of age in the Junior Red Cross. The 
second is the enrollment of all adults, not 
by families but by individuals, in the 
American Red Cross. Both of these under- 
takings call for one hundred per cent mem- 
bership, a goal which should be readily 
obtainable in most rural districts if an 
effective campaign is waged. In advanc- 
ing this campaign the following sugges- 
tions are offered: 

Secure Literature and Information 

A good list of references on the Red 
Cross will be found in the Junior Four 
Minute Men bulletin accompanying this 
issue of Natonal School Service. Write 
for these as directed in the bulletin. The 
Teachers’ Manual, A.R.C., publication No. 
606, is extremely valuable and should be 
obtained by every rural teacher if possible. 

Study the Red Cross 

As soon as you have obtained literature 
and become well informed yourself on the 
history, purposes, and activities of the Red 
Cross, begin a systematic study of the or- 
ganization with your children. The morn- 
ing exercise period may well be lengthened 
for a month to 20 or 25 minutes and 
devoted to this purpose. In this classroom 
study, Red Cross publications, No. 606, The 
Teachers’ Manual, No. 601, Story of the 
Red Cross, and Our Red Cross, will be found 
indispensable. 

This study should include: (1) the origin 
and history of the Red Cross; (2) Red 
Cross stories including the selection, read- 
ing, telling, and dramatization of repro- 
duced stories, and the writing of original 
ones; (3) Red Cross verse, including the 
writing of original rhymes by the children ; 
(4) the making of posters; (5) the plan- 
ning and writing of a Red Cross magazine ; 

(6) the learning of new patriotic songs; 

(7) the preparation of Junior Four Min- 
ute Men speeches for a contest to be held 
during Red Cross week on “Why You Should 
Join the Red Cross; and (8) the origi- 
nating and production of simple drills and 
pageants for the community meeting ar- 
ranged in this, connection. 


This study of the Red Cross by the chil- 
dren will produce many desirable results. 
It will motivate and enrich the regular work 
of the school. (See the Teachers’ Manual, 
p. 56.) It will stimulate the increase of 
Red Cross sewing and other forms of war 
work. It will give the Christmas season 
the greatest enrichment of love and service 
ever known for an American yule-tide. 
And finally, it will create so much interest 
that all the children will join the Junior 
Red Cross and, in turn, stimulate the in- 
terest of their parents and elders for mem- 
bership in the senior organization. 

Enlist Every Pupil as Member 

No teacher should feel conscience-free 
during this drive until every pupil in her 
school has enrolled in the Junior Red Cross. 
Because of the impelling motives involved 
this will be a comparatively easy task. The 
only possible difficulty lies in the enroll- 
ment fee of twenty-five cents. Sensing 
this difficulty the officials of the Junior 
Red Cross have ruled that each child need 
not pay individually, but that the school 
may raise a common fee, equal to twenty- 
five cents for each child, in any way de- 
sired. In prosperous districts it is proba- 
bly simplest for each child to pay his own 
quarter. In less prosperous communities 
the teacher can plan an entertainment, sale, 
or other money-making venture to raise the 
general school fee. In all cases it is better 
for the children to earn their own quarters 
than to have them supplied by their elders. 

Hold Community Meeting and Contest 

This contest and community meeting had 
best be held on Wednesday or Thursday 
evening of Red Cross week rather than on 
the customary Friday night. This will 
leave Friday evening free for country peo- 
ple to attend the big Red Cross rally which 
will probably be planned for that date, in 
the nearest town. A program for this com- 
munity gathering will be found elsewhere 
in this department. 


PROGRAM FOR A RED CROSS 
MEETING 

The big event of Red Cross Week in 
rural communities may well be a United 
Junior Red Cross contest and community 
meeting. When possible have two or more 
rural schools, or even a whole township, 
represented in this contest. This com- 
munity meeting should come as the cul- 
mination of the Red Cross study and ac- 
tivities of the preceding month and can 
easily be made to motivate most of the 
regular school work during this time. 

The numbers of the following program 
are taken very largely from the Teachers’ 
Manual of the Red Cross, which may be ob- 
tained from the chairman of the local chap- 
ter. Current periodicals, particularly the 
Red Cross magazine, school journals, and 
this number of National School Service, 
contain other good material of this type. 


In choosing Junior Four Minute speeches 
for this program make a preliminary selec- 
tion between the schools, or grades, or in- 
dividual children involved, until the num- 
ber is reduced to four or six. Arrange, 
also, for three judges to pass upon the chil- 
dren’s work. Decorate the schoolroom with 
flags and posters, and put up an exhibit of 
Red Cross materials made by the children. 

Suggested Program 

1. Flag Drill. — Make up a simple, origi- 
nal drill — or select one from the Teachers’ 
Red Cross Manual, p. 105, or from cur- 
rent school journals. 

2. Dramatization of a Red Cross Story. — 
By primary grades. “Cap, the Red Cross 
Dog,” in Bed Cross Stories for Children by 
Georgene Faulkner, published by Dangha- 
day & Co., Chicago, is a good story for 
this number. 

3. Acrostics : Knit — Hoover — Uncle 
Sam. Primary grades. See the Teachers’ 
Manual, p. 101. 

4. Play — The Journey of a Dollar. 
Grades 5 and 6. Teachers’ Manual, p. 
106. This is an original play written by 
school children. Have your rural children 
write and give a similar play, if possible. 

5. Song — Behind the Guns in France. 
Entire school. Teachers’ Manual, p. 143. 

6. Story of the Red Cross. — A series of 
brief talks or an original tableaux worked 
out by children of the intermediate and 
upper grades. For the information needed 
on this topic see Red Cross bulletin 601. 

7. Recitation. — “The Red Cross Spirit 
Speaks.” Teachers’ Manual, p. 112. Or, 
“In Flanders Field.” See National School 
Service for September 15, 1918. 

8. Explanation of the Junior Red Cross 
and of the Junior Four Minute Men Con- 
test. By the teacher. 

9. What We Juniors Have Done to Serve. 
One-minute talks by different children illus- 
trating Red Cross activities and showing 
the materials made. 


PEACE FOOD DEMANDS 

The approach of peace must 
not cause us to slacken in our 
efforts to save food. The 
need for us to send supplies 
across the Atlantic will be 
perhaps greater after peace 
than before, because there 
will be more people to be fed, 
even if we do not have more 
soldiers in France. 

Many of the smaller coun- 
tries which have been fight- 
ing in the war are almost starv- 
ing. In most of the neutral 
countries the people have been 
on short rations for several 
years, particularly in the little 
republic of Switzerland. And 
in France and Great Britain 
the people are on short ra- 
tions, largely because Great 
Britain has lent us many ships 
to take our soldiers and war 
material to Europe. 

Unless we save, Europe will 
starve. 


November 15, 1918 


NATIONAL SCHOOL SERVICE 


11 


10. Why You Should Join the Bed Cross. 
Junior Four Minute Men speeches. 

11. Tableaux — The Bed Cross Member- 
ship Boll Call. Grades four to six. 

12. Play — The Bed Cross in Italy. In- 
termediate and Upper Grades. See the 
Teachers’ Manual p. 131. A good alterna- 
tive play for this number is “A Thanksgiv- 
ing Dinner in France” in this magazine. 

13. Eeport of Adult Activities from the 
Local Bed Cross Auxiliary. A woman of 
the Community. 

14. Talk — The Bed Cross and Why We 
Should all Join It. A Bed Cross official 
or a well-known farmer. 

15. Boll Call for Membership. Make pro- 
vision before adjournment for an honor roll 
call of Bed Cross members and for the 
enrollment of all who have not yet joined. 


OUR KIND OF MAN 

The kind of a man for you and me ! 

He faces the world unflinchingly 
And smites as long as the wrong persists 
With a knuckled faith and force like fists. 
He lives the life he is preaching of 
And loves where most is the need of love. 

— James Whitcomb Riley. 


HOME NURSING 

Home care of the sick, which the United 
States Public Health Service urges dur- 
ing the epidemic, has always been more 
generally practiced in country than in city 
communities, because of the remoteness of 
physicians and the scarcity of nurses. For 
the duration of the war, at least, home 
care is going to be more essential than ever. 
Many nurses and doctors have gone to 
France, and the call is coming already for 
many more. The lessened corps in this 
country has been materially decreased by 
deaths of both nurses and doctors in the 
present influenza epidemic. 

Real Hygiene 

Use your hygiene periods for a few weeks 
to give the whole school simple lessons in 
home care of the sick. Take up the 
topics: Furniture of the Sick-room, Venti- 
lation, Prevention of Infection, Personal 
comfort and Medical Care of the Patient, 
Nourishment. Use all the material in your 
school hygiene text, and write to your State 
Board of Health for helpful bulletins. 

Health and Habit 

Do not stop with mere discussions and 
recited lessons. Have daily health club 
reports, a question for each day to be, 
“Have you a clean handkerchief?” and, 
less frequently, “Have you a clean towel?” 
Put up a shelf or stand in the cloak 
room or entry to hold a basin and soap 
stand, and a hook for each child’s hand 
towel. Encourage the pupils to develop the 
habit of washing hands before eating. 

Have the children make their own hand 
towels and either wash them or take them 
home to be washed frequently. Teach them 
how to make a bed, practicing on a toy bed 
in school and real ones at home. Show how 
to wash sick-room dishes and utensils with 
boiling water, abundant soap, fresh, scald- 
ing rinse water, and clean dish towels. If 
possible, actually do this in school. 


FRESH COUNTRY AIR 

Some people think that because there are 
oceans of fresh air and sunshine all around 
the country home and school, country peo- 
ple and country children get the full bene- 
fit of them. Country teachers know this is 
not so. There are old prejudices, hard to 
uproot in conservative rural communities, 
against open windows and “cold air.” You 
may not be able to change the habits the 
old people have cherished for a lifetime, 
but it is your privilege and duty to de- 
termine in large degree the habits your 
pupils shall form. For their whole life’s 
good, then, as well as for the interest and 
alertness of your classroom, see that you 
have plenty of “fresh country air.” Bead 
Surgeon General Blue’s article in this issue, 
and follow the suggestions his questions 
contain. Be sure your Health Club has as 
•one of its points, “Did you sleep with your 
window open at least six inches last night?” 
If you have a jacketed stove, examine the 
fresh air intake and the foul air outlet and 
insure the proper circulation of air. If you 
don’t understand it, ask your superintend- 
ent about it the next time he comes to your 
school. If you have only the old type of 
stove, put window boards under the lower 
sashes of at least part of your windows. 
No matter what you have, open your win- 
dows wide every time you get a chance, 
especially at recesses. Go out in the yard 
with your pupils, teach them games, and 


play with them, and the schoolroom will 
lose the curious magnetic charm it seems 
to have at that time. Any time your pupils 
seem inattentive, drowsy, and dull, look at 
the thermometer, suspect the freshness of 
the air, and spend three to five minutes of 
setting up exercises with all windows open. 


HOW JUNIORS CONTRIBUTE TO 
RED CROSS FUNDS 

Members of the Junior Red Cross in the 
various schools have used diverse methods 
of raising money. Many children have 
sacrificed luxuries from the peanut stand 
and the drug store. Some run errands, 
help mother, or tend the baby. Entertain- 
ments, garden projects, and food sales af- 
ford other means of raising money. In 
Oklahoma more than one pig in a corner 
of a school yard grows fat on luncheon 
scraps. One New Jersey high school runs 
an employment agency and the students 
do many odd jobs of the community, such 
as tending children, washing dishes, 
laundering, serving dinners, baking bread, 
mending clothes, tending lawns, and cater- 
ing for parties. Los Angeles school chil- 
dren supplied the city’s Christmas toy 
trade through the Red Cross shop and 
made a profit of $3000. The Minneapolis 
school bazaar cleared $4000 in three days, 
besides giving valuable manual and busi- 
ness training to many children. 



SAND TABLE TRENCHES 

“Come, children ! Today we are going to 
have a lesson around the sand table.” Glad 
to be free of the confinement of hard seats 
and unyielding desks, they literally crowd 
about the table in the corner of the room. 
Let us watch them as their quick eyes take 
in the picture spread before them in minia- 
ture. Across one end a trench runs in a 
zigzag line. At intervals are dugouts made 
with small sticks and pebbles. Ladders of 
toothpicks lean against their sides. A line 
of toy soldiers in the trench gives an added 
touch. 

“I know what it is. It’s a trench,” cries 
little Tom. 

“Look at the soldiers! I’ve got some 
like ’em. I’ll bring ’em tomorrow,” vol- 
unteers another. 

And so it goes. Interest is aroused, the 
attention caught. Try it yourself and see 
what you can teach this month with your 
Bed Cross Sand Table. 

Red Cross Hospital 

Represent the Bed Cross Dressing Station 
just behind the trench by a tent of a small 
piece of canvas on poles. It may be 
camouflaged with foliage. Show stretcher 
bearers, two toy soldiers with Bed Cross 
on arm carrying a third with limp arm or 
bandaged head. 

On the other side of the sand table show 
a Bed Cross hospital. It may be made of 
cardboard with one side open. It should 


bear a Red Cross flag. Paint one on roof 
also. A bed or two with small dolls dressed 
as Red Cross nurses and doctor attending 
them will picture the interior. A bit of 
shrubbery may be placed about. 

The picture will tell its own story. Bring 
out the watchful care of Red Cross for 
our men. Tell stories that illustrate brav- 
ery and devotion to duty of Bed Cross 
nurses, doctors, and ambulance drivers. 
Be sure to emphasize, that our member- 
ship is what supports them. 

Children Develop Picture 

Let children cut paper soldiers. Two 
thicknesses of paper supported by tooth 
picks will stand up bravely in the sand. 
These paper soldiers may be colored to rep- 
resent uniforms of fighting nations. Chil- 
, dren may also cut out flags and color them. 
Let them make our own “Spangled Banner,” 
the Bed Cross flag, the flags of Belgium, 
France, Great Britain, and Italy. If the 
children are permitted to place figures of 
their own making on the sand table, they 
are much more interested in the picture. 

I know the song that my thrift stamp is 
singing, 

Here from my pocket its clear voice is 
ringing : 

“Save, little fellow, you’ve made a begin- 
ning, 

“Save, little fellow, the war you are win- 
ning.” 


12 


NATIONAL SCHOOL SERVICE 


November 15, 1918 


BILLY BOY’S QUEER THANKS- 
GIVING 

Billy Boy: Tomorrow is Thanksgiving 
Day. Thanksgiving! What has a fellow 
to be thankful for I’d like to know. Noth- 
ing but save, save, save for the Belgians, 
save for the French. I don’t want any old 
dinner anyway. I wonder what we are go- 
ing to have. I wonder wh (voice in- 

terrupts him.) 

Voice: Want to know, Bill? 

B. B. : Sure. 

Voice: Look and see. 

(Enter in pantomime Mr. Rooster strut- 
ting proudly. Misses Turnip, Potato, Cel- 
ery and Cranberry dance gayly past, laugh- 
ing at Bill. Fat old Pumpkin waddling 
slowly by is followed by Lady Pear and 
Chestnut. Popcorn darts hither and yon. 
Two apples with blushing cheeks hurrying 
on as if they had important engagements. 
When all are on the platform they form a 
circle around Bill and dance to the time 
of “Here we go round the mulberry bush.”) 

Voice: Pretty good dinner, Bill. 

B. B. : Oh, that’s all very well, but what 
about Jelly and Turkey and Candy and 
Pie? 

Voice: They have gone to Europe for the 
needy. 

B. B. : There you go again. • I don’t see 
why I can’t have all I want. 

Voice: Long ago a little boy in America 
had much less. 

B. B. : Who was it? 

Voice: Look, Bill. Here he comes. 

(Enter a thin little Pilgrim lad holding 
in his hands three grains of corn.) 

B. B. : Who is that? 

Voice: That is a little Pilgrim boy. 

B. B. : What is that he has in his hand? 

(He tiptoes up to the Pilgrim to look in 
his hand.) Pooh, just three grains of corn ! 

Voice: That’s all he had to eat at one 
meal, Bill. 

B. B.: What, only three grains of corn? 
Not any turkey or anything? 

Voice: No! 

B. B. : Don’t the children of Belgium and 
France have any more than that? 

Voice: Well, they have a little more than 
that, Bill. But they need all we can send. 

B. B.: Well, I guess I don’t mind saving 
so much as T thought I did. I wish all the 
folks over there would have as fine a dinner 
as ours. Hurrah fpr Thanksgiving any- 
way! 

A LITTLE FRENCH LAD’S TREASURE 

A curve in the road, a sharp report fol- 
lowed by a hiss of escaping air, and the big 
machine slid to the edge of the grassy bank. 

The occupant, a war worker in France, 



French Orphans Fed by Red Cross 


strolled about while the chauffeur repaired 
the damage. Suddenly she came upon a 
little shepherd lad who peered at her 
gravely from under the peaked hood of his 
black cape. His sole charge was a very 
small, very white, very frisky lamb, which 
scampered away when the stranger ap- 
proached. 

The small shepherd darted after the 
lamb. As he ran, he dropped a book which 
he quickly picked up and hid under the 
flapping cloth of his cape, as if afraid he 
might lose a treasure. When asked gently 
to show his precious book, he politely 
handed it over to the lady. It was a scrap- 
book filled with gay pictures of Goldilocks 
and the Three Bears, and on the last page 
this inscription had been written, “To some 
little French child, from three little Ameri- 
can children, William, Janet, and Roy.” 

85 

CORN FACTS FOR LITTLE FOLKS 

How many have ever watched mother 
make corn bread? What does she put in 
it? Meat, eggs, baking powder, fat, and 
salt. Where does she bake it? In the 
oven. Does it take long? About 30 min- 
utes. Have you ever seen her make wheat 
or white bread? Let children tell about 
mixing, setting to rise, kneading, shaping 
into loaves, baking. Compare the time con- 
sumed in making a quick bread like corn 
bread with that consumed in the making 
of wheat loaves. 

In France and England most of the bak- 
ing is done outside the homes. The ovens 
are not adapted to the baking of corn bread. 
The mothers of little French children do 
not know how to make corn bread. They 
are so busy helping in factories and on the 


FIRST AID TO THE RED CROSS 
CHRISTMAS ROLL CALL 

The Christmas Roll Call of the American 
Red Cross is a newer and better way of 
saying the Christmas membership drive. 
The Red Cross is out this December to 
summon every American citizen to its com- 
radeship. 

It is a “Roll Call” this year instead of a 
“Drive” because it goes almost without 
saying that' people will come forward to 
help send the message of Red Cross cheer 
to our men as soon as they are reminded 
of the opportunity. 

It is with the reminding that the schools 
are asked to help. 

Children in school are not asked to join 
individually; their memberships have come 
or will come through the Junior Red Cross. 
Nor are they asked to go on the street and 
sell Christmas seals and solicit member- 
ships. Membership booths are to be manned 
by older folk, and the seals will be given 
away, ten with each membership. 

Their part, of course under the leader- 
ship of teachers, is to bring the news of the 
Christmas Roll and the need of a universal 
answer to each of their own homes. 

This can be done in two ways : each child 


farms that they have no time to learn how 
to use a new kind of flour. Besides corn 
meal does not keep as wheat flour does. 

Put a small quantity of wheat flour on a 
bit of white paper. Do the same with corn 
meal. Let children press first the wheat 
flour and then the corn meal into the paper. 
Wheat flour will leave no stain, while the 
oil in the corn meal will leave a grease spot 
on the paper. It is this oil that makes corn 
flour spoil. So it is necessary that we ship 
wheat to our Allies and keep the corn here. 

8 

HEALTH IS THRIFT 

“No soldier is better than his teeth” is a 
saying brought out by the war. Every child 
is a little soldier. Good teeth are essential 
to good health, and therefore to good little 
soldiers. 

Teach the children the structure and 
proper care of the teeth. Teach them when 
and how to brush their teeth. The advertis- 
ing section of current magazines contain 
excellent pictures of children cleaning their ^ 
teeth. Any dentist will furnish material 
for objective teaching. 

Our teeth are little soldiers brave, 

Who guard the door to health, 

The enemy is waiting near, 

With tread of silent stealth. 

The general of the enemy 
Is Carelessness and there 
At his right hand are 

Laziness and “I Don’t Care”; 

But all of us are captains 

Of our soldiers, and what’s more, 

We’ll show them how to beat the foe 
And guard the precious door. 


can “talk Red Cross” at home in an attempt 
to stimulate membership; a general patri- 
otic school program may be arranged to 
which the parents and friends are invited. 

The Division of Four Minute Men of the 
Committee on Public Information is issu- 
ing a bulletin to 750,000 teachers which 
will outline plans for a December Junior 
Four Miuute Men program, to culminate 
in a contest of four minute speeches on 
“Why You Should Answer the Red Cross 
Christmas Roll Call.” This contest will be 
held at a general meeting during the Roll 
Call week, December 16-23. If you have 
not received the bulletin by November 25, 
write your state Director of Four Minute 
Men and ask to have one sent to you; or 
apply to the Chairman of the nearest Red 
Cross chapter school committee for a copy. 

Some supplementary material for making 
speeches and planning programs will be 
found in this issue. All teachers are urged 
to secure the necessary material and to take 
an active part in the Red Cross Christmas 
Roll Call 

COMPOSITION SUGGESTIONS 

As our girls work on their refugee dresses 
or knit sweaters and socks they naturally 




November 15, 1918 


13 


NATIONAL SCHOOL SERVICE 


think, “Where will this dress go?” or “Who 
will get this sweater or these socks?” With 
a few facts as to receiving, shipping, and 
distributing the articles handled by the Red 
Cross they may be launched into composi- 
tions which may bring good results. 

The Autobiography of a Refugee Dress 

I am a sombre, little gray outing flannel 
dress made to fit a tiny tot of four, with 
no trimming and no bright color, but I am 
warm and useful. After the last but- 
ton was carefully sewed on, I was gently 
folded, packed with dozens of other gray 
dresses just my size, and nailed in a big box 
stamped with a large Red Cross. Of course 
I crossed the Atlantic for I was made for 
a refugee child in France, but little of the 
journey I knew about down in the hold of 
the ship. After several dreary weeks our 
box was unpacked at Evian on Lake Geneva, 
that town into which the refugee children 
come from Germany so worn and sick and 
hungry. “Now,” I thought, “I will be able 
to serve,” and sure enough I felt someone 
pick me up and say, “Just the dress for 
our little Mathilde.” Matliilde a little or- 
phan girl, fresh from her bath, stood wait- 
ing with quivering lips for her promised 
new dress. “I am yours,” I murmured as 
they put me on her and I rubbed my soft 
self against her warm neck. Mathilde 
loved me and glowed to think that she 
owned me. “Now, Mathilde,” said the kind 
Red Cross mother lifting the little orphan 
girl to the centre of a big table near, “show 
you are a true French girl.” And her pip- 
ing voice cried, as she rubbed her hands 
against the downy sides of me, “Vive la 
France! Vive la France!” 

A few suggestive subjects for composi- 
tion follow: 

How my Sweater Reached Berlin. 

The Socks I Made for a Soldier. 

High Adventure — My Vest on an Air- 
man. 

My Checkers Cheered a Sick Boy. 


KEEPING A FAIR PRICE LIST IN 
SCHOOL 

The Food Administration has published 
through the newspapers a fair price list. 
The teacher may make use of this by keep- 
ing the names of staple articles posted on 
the blackboard changing the prices as they 
change from day to day. The pupils who 
finish seat work may refer to the list and 
make problems to be used in their own room 
at some future time or sent to lower grades. 

¥. 

BOYS IN THE JUNIOR RED CROSS 

Last year the boys, unless they learned 
to knit, could not keep pace with the girls 
in making articles for the Red Cross. This 
year, 1918-1919, the articles listed show 
chances for boys in the Manual Training 
department. They may make bread boards, 
drawing boards, canes, chairs, splints, bed- 
side tables, checker boards, and checkers. 

Boys may learn to knit, too. If they are 
inclined to look upon it as a girl’s occupa- 
tion invite your friend, the fireman from the 
nearest fire-engine house, to come and teach 
the boys. When they see their fireman hero 
with knitting needles and a ball of yarn 
they will fall to with surprising zest. 


THANKSGIVING DINNER IN 
FRANCE 

Scene. A pile of ruins in a French vil- 
lage from which the allied armies have just 
driven the Germans. The sound of guns in 
the distance. Two little children with their 
mother crouching low amid the ruins. 

Pierre: Mother, I am so hungry. 

Mother: Dear child, I have only this 
little crust of bread left, and I must save 
that for tomorrow. Perhaps someone will 
come soon. 

Pierre : Mother, please may I have some 
water? 

Jeanne: Mother, I will crawl out and go 
very quickly to the village and get some 
water. 

Mother: No, dear. You children stay 
here behind these stones. I will wrap my 



French Orphan Waiting to be Taken 


skirt around you to keep you warm. Do 
not move until I come back. 

Pierre: Yes, Mother. 

Jeanne: ( Timidly ) Don’t stay long, 

Mother. 

(The mother comes out of the ruin and 
leaves cautiously for the village.) 

Pierre: Sister, have the Germans gone 
away? 

Jeanne: Mother says so. 

Pierre: Then, why doesn’t my papa 
come? 

Jeanne: He will, I know he will Pierre! 
Oh, how glad we shall be! 

Pierre: I’m awful hungry. 

Jeanne: Brother, cuddle down close to 
sister and go to sleep. Papa will come, 
Pierre. 

Pierre : Must I say my prayers, Jeanne ? 

Jeanne: Of course, Brother. 

Pierre: God bless mother, and sister, 
and bring my daddy back, and oh, yes, 
please give us something to eat and make 
me a good boy. Amen. 

(After a moment’s silence, an American 
soldier enters; sits down near ruin; lays 
down his knapsack; takes out a bottle of 
coffee, tin cup, and sandwiches. British 
soldier enters.) 

British Soldier: Howdy, Yank! 


American Soldier: Howdy, Tommy! 

British S.: I suppose we came for the 
same reason. 

American S. : Yes, of course. They 
ordered us to help these poor people all we 
could. Found any women and children? 

British S.: No, except dead ones. Sh! 
Who’s there? 

(Enter an Italian soldier.) 

American S. : Hi Tony. 

Ialian S.: You didn’t see a woman? 

Soldiers: No. 

Italian S. : After the Germans were 
driven from this village, I got leave to come 
and see if I could find any people who , 
needed help. I thought I saw a woman, but 
I must have been mistaken. (All shake 
their heads.) 

American S. : Say, have you had supper? 

All : No ! 

American S. : Well, I brought along 
some pretty good chow, but I don’t believe 
I’m going to find any one, so I guess we’d 
better eat. (He takes food out of his knap- 
sack and arranges it on one of the large 
boxes that are strewn about.) 

British S.: My word, but that looks 
good. November 28 is my lucky day. 

American S. : That reminds me. Today 
is Thanksgiving Day in America, and our 
people are all giving thanks that they have 
enough to share. Want to hear a letter 
from my little ten-year-old boy? (Takes 
out letter, and reads.) 

“Dear Daddy: In our school we are 
going to make a Thanksgiving for you and 
for all the little children who haven’t any 
daddies. Our teacher told us that must 
eat the things that grow in our state, be- 
cause if we don’t use the trains and the 
boats to bring food in, the trains and the 
boats mil carry food for you and the little 
children who have no daddies. Sister made 
this kiss. She is too little to know about 
how to make Thanksgiving.” 

English S. :• (Takes up a sandwich.) 
Here’s to the Kiddies ! 

Italian S. : I’m for them! (Takes a big 
bite from, his bread.) 

(Enter a French soldier.) 

French Soldier: Comrades, how did 
you get here? This was my home. 

Three Soldiers: Your home? 

French S.: Here was my beautiful 
garden, and there was my neat little cot- 
tage, and there was the little wicket gate 
where my wife and two little ones greeted 
me every evening. 

Pierre: Sister! I hear my papa.- I 
want my papa. 

Jeanne: Mother said we must stay. 

Pierre: But I want my papa. 

French S.: What is that? 

Pierre : Papa ! 

(French Soldier rushes over to cave.) 

French S. : My babies! Yes, papa is 
here. Where is Mama? 

Jeanne: She has gone to get brother a 
drink of water. 

Italian S. : Then I did see a woman. 

(Woman enters, rushes to French Sol- 
dier.) 

Woman: Pierre! 

Man: Marie! 

Pierre : Daddy, I’m hungry. 

American S. : Bless me. You shall have 
something to eat. You shall have a Thanks- 
giving dinner. Come little family, we shall 
wait on you. Eat, Jeanne! Eat, Pierre! 



14 


NATIONAL SCHOOL SERVICE 


November 15, 1918 



FOOD CONSERVATION AND PLAY 
CONTEST 

Teachers have a chance to write a one-act 
play on Food Conservation to use not only 
in their schools but to submit to the Drama 
League with the possibility of receiving a 
$100 or a $50 prize. The contest will close 
December first. Persons interested may 
obtain a copy of the rules governing the 
contest and a brief outline of the principles 
of food conservation by writing to the Food 
Conservation Play Committee, Drama 
League of America, Washington, D.C. 

— m — 

THANKS-LIVING 

Thanksgiving is thanks-iiving, 

The message calls today. 

We thank for all the work we do, 

And all we give away. 

Thanksgiving is thanks-iiving, 

In camps and on the ships. 

The boys who wear our sweaters there 
We thank with grateful lips. 

Thanksgiving is thanks-iiving. 

Our empty sugar bowl 
Shall be a lasting monument 
To every fighting soul. 

Thanksgiving is thanks-iiving. 

Mathilde, our refugee, 

The stitches in your tiny dress 
Are loving thanks to thee. 

Thanks-iiving is thanks-iiving, 

The message calls today. 

We thank for all the work we do, 

And all we give away. 


WALK A BLOCK AND SAVE COAL 

“Please, Mr. Conductor, stop at my cor- 
ner.” But Mr. Conductor obeys the skip- 
stop regulation and Mary and Jimmie have 
to walk an extra block. I wonder whether 
they know it means saving coal or its power 
equivalent? In twenty-four states 687,122 
tons of coal have been saved, according to 
the latest figures announced by the Fuel 
Administration and all because the Jimmies 
and Marys, grown and little, have taken 
a few hundred extra steps to get home each 
day. Skip-stop. What an easy way to help 
King Coal ! 


SALIENTS OF THE 
NEW FOOD LINE 

Meat and Fat 

We must ship 67 per cent 
more than last year. 

Breadstuffs 

We must ship 52 per cent 
more than last year. 

Sugar 

We must ship 21 per cent 
more than last year. 


INTERNATIONAL JEALOUSIES AND 
ALLIANCES 

Aim. — To show how the unfulfilled de- 
sires of European nations created rivalry 
and led inevitably to certain alliances. 

Lesson I 

Preparation. 

1. Recall the loss of Alsace-Lorraine by 
France as a result of her defeat in the 
Franco-Prussian War. 

2. Recall the steps accomplished by 1870 
in the unification of Italy. 

3. Recall the backing of Turkey by Ger- 
many (1912) and of Bulgaria by Germany 
and Austria (1913). (See National 
School Service, October 1, 1918, Page 15.) 
Presentation. 

1. Racial Aspirations. 

a. Recovery of Alsace-Lorraine by 
France, b. Inclusion in Italy of the Tren- 
tino and of the Austrian seacoast-territory 
inhabited by Italian-speaking people now 
under Austrian rule. 

2. Conflicting Interests in the Balkans. 

a. Germany and Austria, (as noted in the 

preparation), backed the losing side in the 
Balkan Wars of 1912-1913. Consequent 
loss of prestige as well as impairment of 
realization of idea of “Mittel Europa.” b. 
Russian and Serbian power in the Balkans 
increased, c. Italy allied to royal house of 
Montenegro — also Italian aspirations to the 
eastern coast of Adriatic denied Serbia an 
outlet to the Adriatic. 

Conclusion. 

Fix the points noted above and make a 
blackboard outline. 

Lesson II 

Preparation. 

Review from the blackboard the points 
of the preceding lesson. 

Presentation. 

I. Geographical reasons. 

a. Desire of landlocked nations for “out- 
lets” under control of small nations. 

1. Russia desires Constantinople, need 
of an outlet from the Black Sea to the 
Mediterranean, the Dardanelles under the 
control of Turkey. 

2. Germany desires Antwerp and Rotter- 
dam, the great commercial cities of the 
Scheldt and Rhine rivers flowing through 
Holland. 

3. Germany desires the Sound, the exit 
from the Baltic Sea, controlled by Den- 
mark. 

4. Austria-Hungary desires the mouth of 
the Danube, controlled by Roumania. 

5. Austria-Hungary and various Balkan 
States desire an outlet to the Adriatic and 
Aegean Seas, Cattaro (controlled by Mon- 
tenegro), Scutari, Durazzo, Avlona (con- 
trolled by Albania), Saloniki (controlled by 
Greece). 

b. Desire of Germany for a colonial em- 
pire. 

1. By 1870, when the German Empire was 
formed, most of the desirable portions of 
the world had been secured as colonies by 
England, France, and Belgium. Virtual 


protectorate over America by IJ. S. (Mon- 
roe Doctrine). Only Africa and Asia re- 
mained. 

2. Partition of Africa, German aspira- 
tions for a colonial empire extending from 
east to west across Africa blocked by Eng- 
lish wedge. 

3. Quarrel with France over Morocco. 

4. Quarrel with the United States over 
Philippines and Venezuela. United States 
becomes a world power after the Spanish- 
American War and the acquisition of the 
Philippines. 

Conclusion. 

From the outline on the board try to 
secure an answer to the following question : 

“After studying these desires of the coun- 
tries of Europe, what nations would you 
expect to find in alliance with Germany? 
What nations would likely be allied against 
her?” 

Lesson III 

Preparation. — Place upon the board the 
alliances as suggested by the pupils at the 
close of the preceding lesson. 

Before studying these alliances learn 
about a plan that statesmen in Europe 
thought out about the middle of the 
17th century. This plan, called the “Bal- 
ance of Power,” was intended to keep any 
one country from becoming too strong for 
the safety of its neighbors. Now we 
will construct our balance in the Europe 
of the last quarter of the 19th century. 

Presentation. — Pupils will be able to 
name the strongest nation in Continental 
Europe in 1871. As France began to grow 
stronger the desire to protect herself from 
a second attack by Germany led her to cul- 
tivate friendship with Russia. Bismarck 
in the meantime had offended Russia by 
supporting Austria’s claims in the Balkans. 
Then France angered Italy by seizing 
Tunis. Thus we have formed the Triple 
Alliance (1882) — Germany, Austria, Italy; 
Dual Alliance (1891) — France, Russia. 

This still leaves a great European nation 
out of any alliance. Can you name it? 
Alarmed at the great increase in Germany’s 
navy and afraid of being isolated, Great 
Britain sought to enter one of these leagues. 
Which one? Before a good understanding 
could be established between Great Britain 
and France some quarrels over parts of 
Africa had to be settled. This was done 
in 1904. Soon after, in 1907, Great Britain 
settled some disputes with Russia over parts 
of Asia. So a good understanding was 
established by Great Britain with France 
and Russia. The statesmen call it the estab- 
lishment of the “Entente Cordiale” or “good 
understanding” and the league is known as 
the “Triple Entente.” . 

Conclusion. — Compare the alliances with 
the grouping made by the pupils at the be- 
ginning of the lesson. Emphasize the na- 
tions included in each alliance. Which na- 
tion has dropped out of the Triple Alliance? 
If you think about the jealousies perhaps 
you can tell why. Which one has with- 
drawn from the Triple Entente? 


November 15, 1918 


NATIONAL SCHOOL SERVICE 


15 


HOW TO ORGANIZE A LARGE RED 
CROSS BAZAAR 

There must be central management of a 
large bazaar in which many schools partici- 
pate. The superintendent of schools or a 
representative appointed by him is the log- 
ical head of such an enterprise. The man- 
agement of necessary activities is intrusted 
to committees of teachers with pupil assist- 
ants. Principals are chosen as chairmen 
of these committees, since they can leave 
their buildings during school hours. 

The committees appointed should be as 
follows: Publicity, equipment, decoration, 
reception of goods, pricing of goods, care 
of stock, salesmanship, floor management, 
finances. 

Publicity. Advance advertising is most 
important to the success of a large bazaar. 
Posters are displayed for at least two 
weeks before the event. One special kind 
of advertising is assigned to each member 
of the publicity committee, such as that on 
bill boards, street car cards, lantern-slides, 
window cards, and equipment. 

Decoration. This committee takes 
charge of the decoration of the show rooms. 
Decoration should be simple and durable. 
Flags are effective and easily handled. 
They can be borrowed for the occasion. 

Reception of Goods. All articles are sent 
to the receiving room for several days be- 
fore the sale. Members of the receiving 
committee are on hand to open all pack- 
ages, take charge of due bills and inven- 
tories, and separate articles belonging to 
different departments such as cooking, sew- 
ing, and manual training. The separated 
articles are placed on tables in the sales- 
room, ready for the pricing committee. 

Pricing of Goods. The pricing committee 
includes authorities on the work of all the 
departments contributing articles to the ba- 
zaar. Small tags for marking the stock 
are secured as a donation from a printing 
and stationery company. Cost of mate- 
rials, tentative prices put on articles by 
their makers, price of like articles in down- 
town stores are taken into consideration in 
pricing stock. All articles are priced be- 
fore the bazaar opens. 

Care of Stock. The stock committee takes 
charge of the duplicate articles sent to the 
stockroom by the receiving committee. All 
these articles are classified and priced to 
agree with the arrangement in the sales- 
room, before the bazaar opens. In this way 
orders from the salesroom for more stock 
are filled quickly. After the sale opens 
some members of this committee are on 
duty in the salesroom to see that tables are 
kept filled with fresh stock, and other mem- 
bers of the committee are in the stock- 
room to fill orders for fresh supplies. 

Salesmanship. After they have been 
priced, separated according to class of ar- 
ticles or price, and assembled on different 
tables, the articles are turned over to the 
salesmanship committee. The chairman 
acts as floor walker to oversee, assist in dif- 
ficulties, and manipulate his force of clerks 
to the best advantage. Each table is put 
in charge of one committee member, whose 
business it is to inventory stock, arrange 
articles attractively and secure salesmen. 

Floor Managers. Floor managers secure 
boy scouts in uniform to act as messenger 
boys and pages, and are ready to help in all 
emergencies. 


Finances. A committee on finances takes 
charge of the receipts from the bazaar and 
meets all expenses. Pencils, sales slips, rub- 
ber stamps, and the use of a sufficient num- 
ber of cash registers and adding machines 
are necessary. 

9! 

STUDYING THE ARMISTICE TERMS 

At the time of writing this article ar- 
mistice terms had been granted to Turkey 
and Austria and submitted to Germany. 
These it should be remembered are not peace 
terms. •Technically, they provide only for 
a cessation of hostilities, but practically 
they have been so framed that the Central 
powers will be unable to reenter the war. 
Meantime treaties of peace will' be consid- 
ered by the several countries involved. As 
official statements appear from time to time 
regarding the terms of peace they should be 
studied carefully by all pupils. 

It may be interesting to note that the 
United States did not declare war on either 
Turkey or Bulgaria, and did not even 
break off diplomatic relations with Bul- 
garia. The status of the Bulgarian min- 
ister at Washington since April, 1917, 
wduld form an interesting subject for dis- 
cussion in a high school class in European 
history. 

Teachers should also note that the United 
States is not allied with any nation that 
participated in the war. We can speak of 
the Allies, but not of our Allies. The Allies 
are Great Britain, France, Italy, and, for- 
merly, Russia. Officially, these and other 
countries fighting the Central Powers are 
our “associates in the war.” 

The Turkish Armistice 

What will be the effect of giving the 
Allies control of the Black Sea and of the 
straits leading from the Black Sea to the 
Aegean! Tell what you. know of the ef- 
forts of the Allies during the early part 
of the war to get control of the passage. 

What is meant by demobilization of the 
Turkish army? What will the soldiers so 
demobilized be expected to do? 

Why do the Allies insist on the surrender 
of all Turkish war vessels and the control 
of all Turkish ports, as well as the control 
of wireless and other telegraphic stations 
and lines ? 

What is meant by “occupy any strategic 
points”? 

Why should the Turkish troops be with- 
drawn from Persia? 

What important industry is in Trans- 
Caucasia, leading the Allies to insist on its 
evacuation by the Turks? 

Why is the destruction of military, naval, 
or commercial material prohibited? 

Where are Tripolitania and Cyrenaica? 

Why should the Turkish officers in these 
places surrender to the Italians? 

The Allies insist that all Germans and 
Austrian be evacuated from Turkish do- 
minions within one month. Why? 

What allied control is to be exercised 
over the Turkish internal administration? 

What is to be done with Turkish pris- 
oners in the hands of the Allies ? 

When did hostilities officially cease? 

The Austrian and German Armistices 

In what important ways do these differ 
from the Turkish armistice? Give reasons 
for these differences. 


HOW TO SAVE GAS 

Don’t burn lamps in day 
time. 

Don’t keep the hot water 
tank flame higher than neces- 
sary. 

Turn the gas on for cooking 
when the vessel is ready, and 
turn it off when the cooking is 
completed. 

Short flames, if properly 
directed, consume less gas for 
the same cooking operations. 

Turn the gas low after the 
kettle boils. 

Keep the temperature of liv- 
ing rooms at about 68 degrees; 
lower the temperature by 
turning down the gas, rather 
than by opening the doors and 
windows. 

Burn gas in a furnace with 
an automatic thermostat con- 
trol. Such an automatic de- 
vice prevents overheating and 
waste of gas. 

Burn gas in a specially built 
gas furnace . — United States 
Fuel Administration. 


THE FRENCH CLASS AND THE WAR 

Today all eyes are turned to France and 
all are interested in things French; and 
the great problem which confronts us is 
how to use that interest in the classroom. 

Many of the little books distributed 
among our soldiers which contain the 
simplest and most necessary words and 
phrases of the French language are in the 
hands of their younger brothers and sisters, 
our pupils. If we ask them to look up words 
relating to the war such as trench, bullet, 
wounded, hospital, nurse, we find that they 
are not satisfied with these alone, but add 
many others to their vocabularies. They 
will also search diligently in magazines and 
newspapers for French words to bring to 
the classroom. 

Reading French Newspapers 

French newspapers containing articles 
on the war are sure to arouse even the most 
Stupid and indifferent pupils. After lend- 
ing two or three French newspapers to my 
classes and telling them where they could 
be purchased, I found that many pupils 
bought papers and read with great interest 
almost every article in them. 

They are always anxious to learn the 
“Marseillaise” in French, and sing it with 
great enthusiasm. Letters containing 
French phrases from brothers and friends 
in France evoke the liveliest interest and 
the desire to write something in French. 

French signs and posters relating to 
French loans and other war activities of 
our sister republic may be displayed in the 
corridors and are read eagerly by the 
French students. 

Let us not neglect, therefore, the many 
ways possible at this time of bringing into 
the classroom the real life of the world to 
stimulate our teaching of French and make 
it practical. — Jessie V. Morton. 


16 


NATIONAL SCHOOL SERVICE 


November 15 , 1918 


WAR QUESTIONS AND ANSWERS 

Readers of National School Service who ask 
for information on the war are requested to make 
their questions definite and concise. Naturally 
the queries of most general interest will receive 
first consideration. 


Question. — Please name the nations constituting 
the Entente Allies and the most important men in 
each of these. 

France, Russia, and Great Britain con- 
stituted the Triple Entente or understand- 
ing, which was completed in 1907 to oppose 
the designs of the Triple Alliance, consist- 
ing of Germany, Austria, and Italy. In the 
present war the term Entente Allies is 
often applied to all the powers which are 
combating Germany and her allies. It 
would thus include France, Great Britain, 
Belgium, Serbia, Italy (since May 23, 
1915), Russia (until March 3, 1918), Rou- 
mania (August 27, 1916, to March 6, 1918), 
and a great number of other states which 
have declared war on Germany. For a full 
list of the states which have declared war 
upon or severed relations with the Central 
Powers, see the War Cyclopedia published 
by the Committee on Public Information. 
Properly speaking the United States is not 
one of the Entente Allies ; the correct usage 
is to speak of the United States “and the 
governments with which we are associated 
in the war.” 

The following leaders are among the most 
important: In Great Britain the Prime 
Minister Lloyd George and the Secretary 
of Foreign Affairs, Balfour; in France, 
President Poincare and Prime Minister 
Clemenceau; in Italy, Prime Minister 
Signor Orlando. In Belgium the most 
heroic and commanding figure is that of 
King Albert; in Serbia, the venerable 
Prime Minister Pasitch is the most impor- 
tant character. 

Question. — What things are conspicuous in the 
conduct of France in the war? 

No people has borne itself with more 
steadfast heroism or played its part with 
greater efficiency in the war than the peo- 
ple of France. In an address on February 
6, 1918, M. Tardieu, the French High Com- 
missioner in the United States, said: “What 
we have suffered you well know. Nearly 
nine thousand square miles of our country, 
the richest and the most productive, are in 
the hands of the enemy. Our population, 
diminished by the invasion of our northern 
territory, amounts today to only 35,000,000 
inhabitants. A little over one million have 
been killed in battle. Nearly one million 
have been maimed and definitely invalided 
out of the war.” To the atrocities commit- 
ted by the Germans during their advance to 
and their retreat from the Marne in 1914, 
and the willful wrecking by bombardment 
of such historic works of art as the Rheims 
cathedral, was added the more systematic 
destruction wrought when they fell back in 
1918. 

What France has done in the war, on 
the other hand, is indicated by the follow- 
ing figures: On January 1, 1918, she had 
4,725,000 officers and soldiers under arms, 
of whom 3,000,000 were in the war zone. 
In addition there were hundreds of thou- 
sands of native troops from the French 
colonies, and millions of French men and 
women in the factories. At that date the 
French army held 350 miles out of the 470 


miles of the western front. At the same 
time she had 1500 guns in the line, for which 
she was producing 300,000 shells daily. 
Guns, munitions, and airplanes have been 
furnished by France to the Allies in con- 
siderable quantities. France has also had 
a chief part in the operations in the Balkan 
peninsula. The French navy, of which 
little is heard in this country, has per- 
formed valuable service, particularly in the 
Mediterranean. Most important of all, in 
the months last past, has been the contribu- 
tion which France has made in the genius 
of Marshal Foch, the Supreme Commander 
on the western front. France’s part in the 
conflict has therefore been one of which 
any nation may well be proud. 


A RED CROSS CHRIST- 
MAS TO THOSE WHO 
FEEL POOR 

I write as a brother. 

We are a large family. 

This world war made in 
Germany against which we are 
fighting has sent our incomes 
down and our expenses up. 

The pinch hurts, but it is 
not going to kill us. 

We still have enough and 
something to spare. 

Though we feel poor, don’t 
let us feel impoverished by 
selfish fear. 

Let us save in food, in ser- 
vice, in clothes, in luxuries, 
but not in money. 

Let us use that by giving it 
to save the wounded, the suf- 
fering, our friends, our coun- 
try. 

Let us keep Christmas this 
year by keeping up the Red 
Cross. 

Then it will not be a poor 
Christmas, but a rich Christ- 
mas to our hearts. 

— Henry Van Dyke. 


THE RATIONING OF SWEETS IN 
ENGLAND 

According to an order of the British Food 
Controller, effective November 4, syrup, 
molasses, honey, jam, and marmalade are to 
be rationed in Great Britain, the same as 
sugar. While the British people have been 
on an allowance of two pounds of sugar 
a month, the new regulation will make it 
impossible to use in addition an unlimited 
supply of other sweeteners as we do in the 
United States. The new rations will not 
exceed four ounces per week. As long as 
supplies permit, however, a supplementary 
ration of two ounces will be given to chil- 
dren between the ages of six and eighteen. 

The rationing of jam in England will be 
equally as discomforting as the sugar limi- 
tation, as jam has been used more than for- 
merly to help out in the small butter ra- 
tion of five ounces per week. The fruit 
crops of England were very poor this year, 
practically all the fruit ‘ produced being 
bought by the army and the navy for jam- 
making purposes. 


FLOATING HOSPITALS FOR 
WOUNDED SOLDIERS 

The Mercy and the Comfort, two of the 
largest of United States hospital ships, 
which were once ocean liners, are true 
floating hospitals with a perfection of 
equipment equalled by few land institu- 
tions. Each has facilities for accommodat- 
ing 300 bed patients and each carries 
six months’ supplies for patients, staff, and 
crew. In each ship are operating rooms, 
wards, dental rooms, chemical laboratories, 
sun parlors, administrative offices, large 
culinary departments equipped to feed 600 
people, libraries, recreation rooms, X-ray 
rooms. The culinary department of each 
ship has refrigerating machines capable 
of producing a ton of ice a day. The ships 
have every mechanical contrivance cal- 
culated to make easier the lot of wounded 
men. The Government realizes that noth- 
ing is too good for the fighting men who 
have suffered from wounds or illness. Hence 
the hospital ships, like the hospitals, are 
models of cleanliness, convenience, and com- 



FACING THE FACTS 

At present there are two big facts which 
America must face, according to Frank A. 
Yanderlip, who organized the National War 
Savings Campaign. In his own words these 
facts are: “It is service and things that 
the Government wants,” and “The people 
themselves through their purchases are the 
great employers of labor, and all classes 
must cooperate in saving labor and divert- 
ing it to war work.” 

The country can supply at the utmost 
only a limited number of days’ work, and 
everyone used for an unnecessary purpose 
is withheld from the common cause. 

These facts are fully explained in a 
pamphlet entitled “Facing the Facts,” to 
which the schools of America are asked 
to give special attention during the month 
of November. This pamphlet comprises a 
brief elementary treatment of the economic 
principle of materials and labor, and it is 
recommended for use in the advanced ele- 
mentary grades and high schools. 

Copies of the pamphlet may be had free 
from the Division of Education, War Sav- 
ings Section, Treasury Department, Wash- 
ington, D.C. 

WAR SAVINGS SOCIETY PROGRAM 


Song — “Over There” The Society 

The American Creed The Society 


Recitation — The Newsboy’s Sacrifice 

A Member 

Poster Display — A Patriotic novelty 

A few Members 

Song — “It’s a Long Way to Berlin, but 

We'll Get There” The Society 

Selection of Savings Champion Buying 

of Stamps The Society 

Business Meeting Led by President 

Song — “There’s a Long, Long, Trail” 

The Society 

A carefully prepared explanation of this 
program with text of songs, recitations, 
creed, and complete instructions for carry- 
ing out each separate part of the program, 
will be sent free by the Section on War 
Savings Societies, War Loan Organization, 
Treasury Department, Washington, D.C. 
Write for Patriotic Program, No. 11-17. 



o t e 




H.$, ft 






A4 4- i Ti , 


T? 


0 & 


£X J 




SPECIAL FOOD CONSERVATION NUMBER 


NA TI O NAL 

School Service 

PUBLISHED BY THE COMMITTEE ON PUBLIC INFORMATION 
Volume I WASHINGTON, D.C., DECEMBER 1, 1918 Number 7 


A PEACE WITH HONOR 


The Complete Downfall of German Im- 
perialism Precedes a New Day for 
the Nations of the World 

“Complete victory has brought us not 
peace alone, but the confident promise of a 
new day as well, in which justice shall re- 
place force and jealous intrigue among the 
nations,” declared President Wilson in his 
annual Thanksgiving proclamation, in rec- 
ognition of the fact that battle and blood, 
tears and sacrifice have at last overthrown 
autocracy, the arch-enemy of humanity. 

When the armistice 
with Germany became 
effective at 11 A. m., 

Monday, November 11, 
the French were in Se- 
dan, the scene of their 
disaster in 1870, and the 
British were in Mons, 
where the little English 
army of “contemptibles” 
first met the German 
flood in August, 1914. 

Fitting Climax 

It was fitting that the 
armies of the two coun- 
tries which have borne 
the brunt of the fighting 
against Germany for 
more than four years 
should occupy these 
scenes of former defeat 
when hostilities ceased. 

It was indeed a great 
climax to the offensive 
begun by Marshal Focli 
on July 18, which never 
relaxed for a single day 
until in less than four 
months it had brought 
the once proud German 
army to complete defeat. 

According to the terms 
of the armistice, the Germans at once began 
to withdraw their army across the Rhine, 
thus bringing to an inglorious end Emperor 
[William’s dream of world dominion. 

The Kaiser Flees to Holland 

As history has proved upon more than 
one occasion, autocracy cannot survive de- 
feat. In the hour of distress the German 
people finally realized that the Kaiser and 
the Junkers were responsible for these ter- 
rible four years of bloodshed, and a move- 
ment toward revolution was initiated. The 
disorder in the German fleet which began at 


Kiel, on November 3, spread rapidly to the 
cities of Hamburg and Bremen, which very 
soon went over to the revolution. A few 
days later the kings of the two important 
south German states of Bavaria and Wiirt- 
temberg abdicated. In Berlin, the Socialists 
decided to refuse further cooperation with 
the government and called a general strike. 
After hearing the news of these events, 
Emperor William and the Crown Prince 
abdicated at the headquarters of the Ger- 
man High Command at Spa on November 9, 
and shortly thereafter the former Kaiser 
sought refuge in Holland. The news of the 
Emperor’s abdication was immediately pro- 
claimed from the steps of the Reiehstag in 


Berlin by Philipp Scheidemann, leader of 
the majority Socialist party. 

German Imperialism’s Downfall 

At the same time it wa,s announced 
that Friederich Ebert, another prominent 
socialist, had replaced Prince Maximilian 
as chancellor and that measures would 
soon be taken for the promulgation of 
direct universal suffrage and for a con- 
stitutional assembly which would deter- 
mine the future form of government of 
the German nation. The new chancellor 
(Continued on page 2) 


HOOVER OUTLINES WORLD 
FOOD POLICY 


America’s Opportunity and Duty in Facing 
the New World Situation in 
Food Clearly Shown 

The day following the signing of the 
armistice that ended the world’s war and 
before Mr. Hoover left for Europe to con- 
fer on the world’s food, he outlined the 
world food policy in an address before 
the Federal Food Administration at the 
National Capital. The fundamental facts 
and conclusions of the address are given 
in the following enlight- 
ening extracts: 

We have now to con- 
sider a new world situ- 
ation in food. We have 
frankly to survey Eu- 
rope: a Europe of which 
a large part is either in 
ruins or in social con- 
flagration ; a Europe 
with degenerated soils 
and depleted herds; a 
Europe with the whole 
of its population on ra- 
tions of varying degrees 
of privation with large 
numbers who have been 
under the German heel 
actually starving. The 
group of gamblers in 
human life who have 
done this thing are now 
in cowardly flight, leav- 
ing anarchy and famine 
to millions of helpless 
people. We have also to 
survey the situation in 
the exporting nations of 
the world to see what 
can be done to redeem 
this mass of humanity 
back to health and to 
social order. Up to the 
collapse of the Germans, the world that is 
allied against Germany has depended upon 
the North American continent for the mar- 
gins of food that maintain their strength 
against the common enemy. 

Isolated Stores Released 

The loss of shipping and the increased 
demand for transportation of our ever 
growing army had isolated the stores of 
food in the Southern Hemisphere and in the 
Far East. Within thirty or sixty days the 
world should begin to release cargo ships 
(Continued on page 4) 


COMPLETE VICTORY MEANS 
CONQUEST OF FAMINE 

The humane temper and intention of the victorious 
governments have already been manifested in a very 
practical way. Their representatives in the supreme war 
council at Versailles have by unanimous resolution as- 
sured the peoples of the Central Empires that everything 
that is possible in the circumstances will be done to 
supply them with food and relieve the distressing want 
that is in so many places threatening their very lives; 
and steps are to be taken immediately to organize these 
efforts at relief in the same systematic manner that they 
were organized in the case of Belgium. By the use of the 
idle tonnage of the Central Empires it ought presently to 
be possible to lift the fear of utter misery from their 
oppressed populations and set their minds and energies 
free for the great and hazardous tasks of political recon- 
struction which now face them on every hand. Hunger 
does not breed reform; it breeds madness and all the 
ugly distempers that make an ordered life impossible. 
— Woodrow Wilson, in an address laying the Terms of the 
Armistice before Congress, November 11, 1918. 


2 


NATIONAL SCHOOL SERVICE "V /• 


A PEACE WITH HONOR 

(Continued from page 1) 
predicts that this form of government 'will 
be a republic. At any rate he declares that 
“monarchism and imperialism are finished 
forever in German}'.” 

All We Fought For is Won 
Subsequent events in Germany have in- 
creased the thoroughness of the downfall of 
the old regime. The heads of practically 
all of the reigning houses in the various Ger- 
man states have abdicated, and in many of 
them republics have been proclaimed. 
Chancellor Ebert has formed a cabinet 
representing both wings of the socialist 
party in Germany. At the same time 
prominent officials of the former regime, 
notably Field Marshal von Hindenburg, 
have placed themselves at the disposal of 
the provisional government in order to pre- 
vent the spread of disorder and to assist in 
provisioning the German nation. 

Thus with the downfall of autocracy in 
Germany and Austria-Hungary, Emperor 
Charles having abdicated on November 11, 
everything for which we have fought in the 
war, as President Wilson stated at the con- 


clusion of his address to Congress on 
November 11, lias been attained with sweep- 
ing completeness. At that time the Presi- 
dent also declared that a mere conquest by 
arms was temporary, but “to conquer the 
world by earning its esteem is to make a 
permanent conquest”; therefore the United 
States and the nations with which it is as- 
sociated are a unit in their determination 
to set up a peace of disinterested justice 
Avhich will satisfy the whole w'orld. As 
evidence of this spirit, he announced that 
the representatives from the various nations 
at the Supreme War Council in Versailles 
had already agreed to assure the peoples of 
the Central Empires that everything pos- 
sible would be done to relieve their distress 
by supplying them with food and other 
necessities. 

Lloyd George Indorses League of Nations 

As if to confirm the President’s state- 
ment, Premier Lloyd George announced to 
the world on the following day, “We must 
not allow any sense of revenge, any spirit of 
greed, any grasping desire to override the 
fundamental principles 'of righteousness,” 
because “No settlement that contravenes 


December 1, 1918 

the principles of eternal justice will be a 
permanent one.” We cannot go back, he 
declared, to the old national rivalries, ani- 
mosities, and competitive armaments ; there- 
fore one of the chief essentials to such a 
permanent peace is the League of Nations 
laid down in President Wilson’s conditions 
of peace which were accepted by Germany 
as a prerequisite to the armistice. “In my 
judgment,” the Premier concluded, “a 
league of nations is absolutely essential to 
permanent peace,” 

Peace Conference to Meet Soon 
In order to facilitate the work of solving 
the immediate problems caused by the ces- 
sation of hostilities, Herbert Hoover, United 
States Food Administrator, and Edward 
Hurley, Chairman of the United States 
Shipping Board, have gone to Europe for 
conferences with allied officials. On Novem- 
ber 15, representatives of the United States 
and the Allies resumed their sessions at 
Paris where they are considering the ques- 
tion of the food supply for Germany and 
Austria and also making arrangements for 
the peace conference which will formally 
put an end to the greatest war in history. 



Zecbrugge 


Turnhouto 


’O ANTWERP 




NORTH SEA 


Dover 


Malines 


’Dunkirk 


Termonde 


mMaw'T'% a 

Wmm* K - 

* Audenarde / 

- Nyw///////tf 

V ,ran, montHr 

^ Waterloo 
0 H ° UdenS Namur 

. ;/ ■ Mods 

Charleroi 

mwmmA' 


°Aerschot 


Maastricht 


o Louvain 
°Tirlemont 


•^O AACHEN 
(Aix-la-Chapelle' 


Hazebrouck 


Boulogne 


'LIEGE 

Venders' 


Bethune^v i 


Staveloto 


ArraJ 


<P Din ant 


[aubcuge 


PBapaume' 


-ambrai 


Wvesnef 


Abbeville' 


’Chiraay » 


jbert yW'/w 
i %Pero nhe 


arson- 


vXharieviIlei 

W////////M 


lezieres 


LUXEMBURG 


Cantigny 


THE CHANGING 
BATTLE LINE 
IN FRANCE 

^Beauvais / 
— BalUe Line of Sept 6. 1914 Clermont 
=:Line on March 2 1. 1918 \ ° / 
farthest German Advance ' 

in 1918 Offensive(Ju/y 18) HPCre 
H Battle Line Nov. //, /9/d 


/////// 


Montmedy - » # 
V?? \ oLongwy 

fff&a-y V. 1 

'/A'pfP ; * Spincourt 

Jl»oncourt 0 o 


Chesne 


Compiegm 


;*Varenne-<' 


WERD1 


£ pern ay 


BOlS OL LA BRIGADE DtKuRiM 


■hateau-Thicrry 


Thiaucourt 


1 Chalons-sur-Marne 


.Meaux 


St. MihiclTA 

Bar-le-Duc \ 
o A 

Commerc; 


PARIS 


v 

4* v# 1 \ 

voN NANCY, 


Scale of Miles 


DRAWN IN MAP DIPT NATIONAL GEOGRAPHIC SOCIETY. WASHINGTON. D C. 


St. Dizier 


December 1, 1918 


NATIONAL SCHOOL SERVICE 


3 



The shaded portions of this map show the 
parts of the German empire evacuated and 
given up to Allied and American occupation 
under the terms of the armistice. It does not 
show the territories of Germany’s neighbors — 
France, Belgium, and Luxemburg — which had 
been seized by Germany since the war began 
and which were also surrendered. 


SEND BOOKS TO OUR FIGHTERS 

Every teacher should read the following 
appeal by the American Library Associa- 
tion in cooperation with the United States 
Food Administration and the United States 
Bureau of Education, then read it to her 
pupils and post it in her classroom. 

Books for Soldiers and Sailors 

While our forces are waiting for the 
final word of peace, they are to be kept 
busy preparing and learning how better to 
resume the work of civil life. Great schools 
to teach our soldiers the art of agriculture, 
the trades, and handicrafts are being set 
up in France. For these schools, textbooks 
are being bought by hundreds of thousands. 
But millions more of books of every kind — 
fiction, history, travel, poetry, and general 
literature — are needed for the libraries of 
these soldier schools and to help the men 
occupy their leisure hours. 

The Government has placed upon the 
American Library Association the duty of 
supplying reading matter for our army and 
navy. Its Library War Service reaches 
every man in uniform. 

Five Million Needed Now 

Five million more books of all kinds are 
needed at once. There are books in every 
home that soldiers would like to read. 


What better Christmas present could you 
make than a book for a soldier? 

The books you like, and that your folks 
at home like, are books some soldiers 
would like. Give them the best you have. 
You can take the books to your nearest 
public library, or you can bring them to the 
schoolhouse. 

Books brought to the school in response 
to this appeal should be delivered to the 
nearest public library. If there is no publie 
library in your vicinity, notify Frank B. 
Hill, 124 East 28th Street, New York City, 
and instructions will be sent for shipping 
the books without cost to you. Please state 
how many books you have to ship. 

Start a book-giving contest with other 
schools. 

DISCUSSING THE PEACE PROGRAM 

Whether or not this will be the last war 
depends largely on the wise decisions of the 
peace conference, not only with regard to 
the international problems that have dis- 
turbed the peace of Europe iu the past, but 
also with respect to problems that the 
breaking up of the Central Powers and' 
other nations of Europe may bring forth. 

Many new problems connected with racial 
boundaries and commercial outlets are in- 
volved, as well as important questions of 
international relationships. 

Pupils in high schools and in the upper 
grades of elementary schools have, in many 
cases, sufficient knowledge to discuss intel- 
ligently many of these problems and to sug- 
gest one or more possible solutions for 
each. Comparison should also be made 
with the points in President Wilson’s vari- 
ous peace programs. 

The principal object to be gained in these 
discussions is to encourage pupils to think 
in international terms, to develop “inter- 
national-mindedness,” so that when the 
burden of carrying on the affairs of our 
country falls upon their shoulders, they will 
understand also the necessity of wisely shar- 
ing in the affairs of the whole world. 

THE LEAGUE OF NATIONS 

They [the conditions of peace] must lead 
to a settlement which will be fundamentally 
just. No settlement that contravenes the 
principles of eternal justice will be a per- 
manent one. The peace of 1871 imposed 
by Germany on France outraged all the 
principles of justice and fair play. Let us 
be warned by that example. 

We must not allow any sense of revenge, 
any spirit of greed, any grasping desire, to 
override the fundamental principles of 
righteousness. Vigorous attempts will be 
made to hector and bully the Government in 
an endeavor to make it depart from the 
strict principles of right, and to satisfy 
some base, sordid, squalid idea of vengeance 
and of avarice. We must relentlessly set 
our faces against that. 

A large number of small nations have 
been reborn in Europe, and these will re- 
quire a League of Nations to protect them 
against the covetousness of ambitious and 
grasping neighbors. In my judgment a 
League of Nations is absolutely essential 
to permanent peace. We shall go to the 
peace conference to guarantee that a 
League of Nations is a reality . — From an 
address by Lloyd George, Nov. 11, 1918. 


ARMISTICE TERMS 
TO GERMANY 

The terms of the armistice signed 
by Germany, November 11, are 
chiefly concerned with provisions 
which give to the Allied Govern- 
ments such a military ascendancy 
as would make a renewal of hos- 
tilities by Germany impossible. 
They incliide: 

1. Immediate cessation of hostili- 
ties on land and sea and in the 
air. 

2. The retirement of the German 
army to a line 10 kilometers 
(about six miles) east of the 
Rhine River. 

3. The occupation by the Allies of 
the German territories on the 
left bank of the Rhine, together 
with Mainz, Coblenz, and Col- 
ogne, and “bridgeheads” 30 kilo- 
meters (18 miles) in radius 
therefrom, the upkeep of the 
troops of occupation to be 
charged to the German Govern- 
ment. 

4. The surrender of great quantities 
of military supplies, arms (5000 
cannon, 25,000 machine guns, 
etc.), motor trucks (5000), rail- 
road equipment (5000 locomo- 
tives, 150,000 cars), all subma- 
rines, and the disarmament of 
the fleet. 

5. Immediate and unconditional re- 
patriation, without reciprocity, 
of all Allied and United States 
prisoners of war. 

6. Existing blockade conditions of 
the Allied and associated powers 
to remain unchanged and all 
German merchant ships found 
at sea to be liable to capture. 

Certain points in the armistice 
have an obvious bearing upon the 
final peace terms ; of these the most 
important are: 

1. The evacuation of all territory 
that was not German on August 
1, 1914. 

2. The evacuation and implied re- 
storation to France of Alsace- 
Lorraine. 

3. The renunciation of the treaties 
of Bucharest and of Brest-Lit- 
ovsk, together with the agree- 
ments supplementary to those 
treaties. 

4. Transfer to the Allies, to he held 
in trust for Russia and Rouma- 
nia, of the gold received by Ger- 
many in accordance with these 
treaties. 

5. Restitution of the cash deposit in 
the national bank of Belgium, 
and of all “documents, specie, 
stocks, shares, paper money, 
touching public or private in- 
terests in the invaded countries.” 

6. Repatriation without reciprocity 
of all deported or interned civil- 
ians, including hostages and per- 
sons under trial or convicted, be- 
longing to the Allied or asso- 
ciated powers. 

7. Reparation for damages done. 


4 


NATIONAL SCHOOL SERVICE 


December 1, 1918 


HOOVER OUTLINES WORLD FOOD 
POLICY 

(Continued from page 1) 

from military duty and to send them 
further afield for food, and before the next 
harvest arrives the entire world’s food sup- 
ply should be accessible. On the other 
hand, the cessation of hostilities will create 
an enormously increased demand for food, 
and we must be deeply concerned that the 
starving millions who have been liberated 
from the German yoke shall have such sup- 
plies as will enable them to return to health 
and prosperity. The war has been brought 
to an end in no small measure by starvation 
itself, and it cannot be our business to main- 
tain starvation after peace has been rees- 
tablished in European countries. 

Change Domestic Food Policies 
'All these considerations must change our 
domestic food policies, and open to us as 
a nation an obligation and an opportunity 
for service. 

We have computed the export countries’ 
supplies on the basis of the avoidance of 
waste, and we have assumed for the import- 
ing countries stringent war consumptions 
with additions such as wo consider will pre- 
serve health and order. In these circum- 
stances we make the world’s balance sheet 


in the different great groups of commodi- 
ties approximately as follows until the next 
harvest : 

Wheat and rye: sufficient supplies with 
economy in consumption. 

High protein feeds for dairy animals: 
a shortage of about 3,000,000 tons. 

Other feeds: sufficient supplies with 
economy in consumption. 

Beans, peas, and rice: sufficient sup- 
plies with economy in consumption. 

Pork products, dairy products, vege- 
table oils: a shortage of about three bil- 
lion pounds. 

Beef: sufficient supplies to load all re- 
frigerating ships to capacity. 

Sugar : sufficient supplies for our normal 
consumption if other nations retain their 
present short ration; a shortage if they 
increase their rations. 

Coffee: a surplus. 

Of all these foods, except possible protein 
feeds, we have a sufficiency for our own 
people and of many of them large sur- 
pluses. Of the world’s total to produce 
these results, we are estimating that North 
America will furnish rather more than sixty 
per cent and that the United States, includ- 
ing the West Indies, -will be in position to 
furnish a total of about 20,000,000 tons of 
food of all kinds for export as against 


our pre-European war exports of about 
6,000,000 tons. 

Abandon Substitutes in Wheat Loaf 

In the matter of wheat and rye, the large 
supplies that have accumulated in the 
Argentine, Australia, and other inaccessible 
markets appear to us to supplement the 
stores of clear wheat bread for the world. 
Here directly arises a change in our policies, 
for we are able from now on to abandon the 
use of substitutes in our wheat loaf. The 
large harvest that we have here this year 
is to a large degree the result of the guar- 
anteed price, and we may rightly be proud 
that our production and conservation poli- 
cies have provided the necessary margins of 
the world’s daily bread. 

We can export, with other surplus coun- 
tries, an apparent sufficiency of the coarse 
grains for feeding purposes; that is, of 
oats, barley, and corn. On the other hand, 
there is a world shortage of high protein 
feeds; that is, the wheat feeds, the seed 
and bean meals, upon which the dairy pro- 
duction of the world, and particularly of 
Europe, so considerably depend. 

World Shortage of Fats 

The shortage in protein feeds directly 
contributes to the world’s shortage in the 
supply of fats. This world fat shortage is 



.GERMANY, 


^UKRAINE; 


\AUSTRIA-H(JNGARY\ 


FRANCE: 


W//// 

'BULGARIA, 


SPAIN- 


TURKEY, 


FOOD IN EUROPE 

H FAMINE conditions 

Hi) FOOD SHORTAGE APPROACHING FAMINE POINT 
HI SERIOUS FOOD SHORTAGE 
HI SUFFICIENT PRESENT FOOD SUPPLY 
BUT FUTURE SERIOUS 





December 1 , 1918 


NATIONAL SCHOOL SERVJCE 


S 



MIMMMOvtUrAitt) 


Map Prepared by The United States Food Administration Shdwin£ Where Europe Must Get Food 


due primarily to the fact that Europe has 
been steadily under-feeding its dairy herd, 
has made steady inroads into its herd of 
hogs during the war, and to the fact that 
there has been a great degeneration in the 
production of vegetable oil3 in certain re- 
gions, owing to the inability to secure ship- 
ping. 

Of our export possibilities in fats, the 
largest item is pork products. Here again 
w r e have a right to congratulate ourselves as 
to the policies pursued in the administration 
of food supplies in the United States by 
the Department of Agriculture and the 
Food Administration. While we cannot 
supply the world’s full deficiency we have 
ameliorated it enormously. 

As you will recollect, eighteen months 
ago, when we had to define our food policies, 
we Stated that the only hope of a sufficient 
production of fats and meat for the world, 
either in peace or in war, lay in the stimula- 
tion of the production of the American hog. 
In that direction we could obtain results in 
twelve months, whereas, in ally other direc- 
tion, years would be required for the ex- 
pansion of fat production. 

Yet, with all our supplies, the world will 
be far deficient in its normal supply of fats 
for two or three years at least. Our internal 
policy with regard to this group of com- 
modities must therefore be one of intefisest 
economy in consumption, if we are to carry 
out our high purpose of furnishing food to 
a famine stricken world. 

Dairy Products Conserve Child Life 

On the other hand, the shortage in our 
supply of dairy products is today so acute 
that we are compelled now to limit the ex- 
port of this product. Dairy products are 
so vital to the protection of child life 
throughout the world that we should im- 
mediately reduce our unnecessarily large 
consumption of butter and condensed milk. 

In the matter of beef, the world’s supplies 
are limited to the capacity of the available 
refrigerating ships. The supplies of beef 
in Australia, the Argentine, and the United 
States are sufficient to load these ships. 
There will be a shortage in the importing 
countries, but we cannot hope to expand 
exports materially for the next months, in 


view of the bottle neck in transportation. 

Little Restraint in Sugar Consumption 

It is very difficult to forecast with any 
degree of accuracy the position in sugar. 
At the present moment all Europe and 
North America are living on much restricted 
allowances. Our assured per capita sup- 
plies under the purchases we have made are 
the largest in the world. 

The Food Administration has protected 
the fundamental supply to the American 
people by purchasing, in conjunction with 
the Allies, the next Cuban sugar crop.' We 
have made such arrangements' with the 
various refiners and producers in the United 
States as will assure a price of nine cents 
a pound wholesale for sugar during the 
next twelve months. This price compares 
■with from twelve to twenty cents a pound 
in the other sugar importing countries. 

As the result of these arrangements and 
the fact that eastern sugars will be avail- 
able, we will need little or perhaps no re- 
straint on consumption after the new Cuban 
crop is available unless, as I have said, the 
other governments of the world decide con- 
siderably to increase their present rations. 

Changes in Our Food Policies 

This being the new world situation in 
food, created by the collapse of the war, 
the prime changes in our policies on today’s 
outlook can be summarized: (1) That we 
may now advantageously abandon the use 
of substitutes in our wheat bread; (2) that 
we will still require economy and elimina- 
tion of waste in its consumption; (3) that 
for the present we need conservation in 
butter and condensed milk; (4) that ulti- 
mately we must extend this to all the fats. 
(5) We can contemplate, at the most, main- 
taining fully three pounds a -’month of 
household sugar for each person on the 
present outlook, and we can by the avail- 
ability of Java sugars to Europe begin at 
once to relax more restraints oil sugar 
pending some change in European policies. 

Necessity for Simple Living Unchanged 

These are special features of changes in 
policy, but the shifting of conservation 
from one commodity to another is not the 


whole policy. There is one policy which 
cannot change, and that is the vital neces- 
sity for simple living, for economy in all 
consumption, since commodities more or less 
substitute for each other. We must realize 
that the spectre of famine abroad now 
haunts the abundance of our table at home. 

Famine the Mother of Anarchy 

At this moment Germany has not alone 
sucked the food and animals from all those 
masses of people she has dominated and left 
them starving, but she has left behind her 
a total wreckage of social institutions; and 
this mass of people is now confronted with 
engulfment in absolute anarchy. If we 
value our own safety and the social organ- 
ization of the world, if we value the preser- 
vation of civilization itself, we cannot sit 
idly by and see the growth of this cancer 
in the world’s vitals. Famine is the mother 
of anarchy. From the inability of govern- 
ments to secure food for their people grows 
revolution and chaos. From an ability to 
supply their people grows stability of gov- 
ernment and the defeat of anarchy. Did 
we put it on no higher plane than our inter- 
ests in the protection of our institutions, 
we must bestir ourselves in the solution of 
this problem. 

Help Liberated Peoples 

There are millions of people now liberated 
from the German yoke for whose interests 
we have fought and bled for the last eigh- 
teen months. It is not up to us to neglect 
any measure which enables them to return 
to health, to self-support, and to their na- 
tional life. This is the broad outlook of 
some kind of food administration during 
the next twelve months. As to what the 
detailed structure of our organization may 
be. to effect these ends, or even its actual 
name, can be developed from time to time to 
suit necessity. It will be months before 
formal peace; in the meantime the organ- 
ization must remain intact if we are to 
serve the high purposes that I have outlined. 
And after that we can decide our courses 
upon the basis of our national duty. 

Saving food will help save the world. 


6 


NATIONAL SCHOOL SERVICE 


December 1, 1918 


EOOD CONSERVATION 
WEEK 


Schools of America Are Asked to Help iu 
the World Relief of Food 
Shortage 

Calling the schools of America to cooper- 
ate in the world relief program, the United 
States Food Administration, through Olin 
Templin, Director of the School and College 
Section, appeals to every teacher to observe 
Friday, December 6, as “Food Conservation 
Day.” The call to food saving service fol- 
lows: 

To Every Teacher in America : The first 
week in December has been designated as 
“Food Conservation Week for World Re- 
lief.” Friday of that week has been as- 
signed to the schools and colleges. 

Victory has brought to the people of the 
United States a duty no less momentous 
than did the war. Indeed, victory may yet 
be turned into disaster if intelligence and 
good will do not intervene. Complete suc- 
cess now requires that every one know what 
should be done and why, with a cordial will- 
ingness to help without hesitation. 

Our young people in the schools and col- 
leges have a deeper interest in this crisis 
than their parents can have, for the world 
is soon to be theirs. Youth is most willing 
to join great enterprise, and brings clear 
vision and contagious enthusiasm. 

A solemn duty is laid upon every teacher 
to see that no young person goes without a 
complete understanding of the impending 
issue. For this reason this plan for special 
exercises on a special day, the Nation over, 
lias been adopted. 

Teachers and school authorities are urged 
to embrace this opportunity of enlightening 
and enlisting the young people who are 
under their charge. They are asked to 
observe the day by appropriate ceremonies. 
From the words of President Wilson and 
Mr. Hoover, the suggested program, and 
the other material provided, a program can 
readily be arranged for any school. 

This occasion brings a privilege as well 
as a duty to the teacher. Let us recognize 
the right of youth to be admitted to intel- 
ligent fellowship in this epoch-making un- 
dertaking for universal human welfare. 


FOOD WILL WIN THE 
WORLD 

America seeks the goodwill 
of all nations, as Germany 
aimed to be feared of all. 

The foundations of the new 
world to be built after the war 
will be laid in goodwill among 
men. 

The state makes treaties; 
goodwill gives them validity. 

Just and lasting peace will 
be secured in the friendship 
of all who sit at the common 
table. 

The shortest, surest way to 
goodwill is through sharing 
food with those whose need is 
greater than ours. 


COMMISSIONER CLAXTON 
APPROVES 

In a letter to the schools of America, 
P. P. Claxton, United States Commissioner 
of Education, urges teachers and children 
to continue their efforts to conserve food, 
and heartily approves the plan to set aside 
Friday, December 6, as “Food Conserva- 
tion Day.” He writes as follows : 

The great world war has at last ended 
in victory for freedom and democracy, but 
our duty and task of conserving food do not 
end with the war. For the present they 
become more important. For four years 
we have helped to feed the peoples of Bel- 
gium and Serbia and Poland and Northern 
France, the soldiers and peoples of the 
Allied nations at war, as well as the peoples 
of neutral nations, then our own soldiers 
at home and overseas. To these we must 
now add the millions of hungry and starv- 
ing men, women, and children of Russia, and 
of the Central Empires of Germany, Austria- 
Hungary, Bulgaria, and Turkey, which have 
been our enemies. Their lives depend on 
our industry, thrift, and generosity. 

Through all these years the children and 
teachers in the schools of America have 
done their full part in a way of which they 
may well feel proud. I feel sure that they 
will continue their efforts with hearty good 
will until our soldiers and the soldiers of 
our Allies are home again and until the 
people of the war stricken countries of 
Europe are able again to help themselves. 

I approve most heartily the plans of the 
Food Administration to make the 6tli day 
of December Food Conservation Day in the 
schools and I sincerely hope that all the 
schools of the country will assist heartily 
in these plans. 



A PROGRAM FOR FOOD DAY IN 
THE SCHOOLS OF AMERICA 
FRIDAY, DECEMBER 6, 1918 

A patriotic program. Every pupil now 
in school should share his country’s desire 
to establish and to maintain Liberty and 
Peace throughout the world. To accomplish 
this end we must fight famine in the coun- 
tries released from German oppression. We 
have promised to help the famished peoples 
of Europe. We must still save food and 
share food. 

1. Arrange a bright, snappy program, 
lasting at least an hour. 

2. Let pupils invite friends, especially 
members of the family. 

3. Sing patriotic songs. Singing together 
promises well for worlcing together. 

4. Salute the flag. Wo love it! We are 
proud of it! Today it is dearer than ever. 

5. Have slogans or pithy sentences re- 
peated. 

6. Have war verses recited. 

7. Read or recite together the “Home 
Message,” page 7. 

8. Have upon the blackboard the “Hunger 
Map of Europe” and the “Food Map of the 
World.” Let different pupils ask and an- 
swer questions like the following: What 
countries have been invaded by Germany? 
How have they been fed? Have they 
abundant food supplies? Any food sup- 
plies? How can food reach them? Who 
will bring it to them? Take each country 
in turn. Discuss the situation in each. 


SAVE OR STARVE 

People in Europe are starv- 
ing and are asking us for 
bread. 

France has lost 2,500,000 
men and $30,000,000,000 be- 
cause of the war. She wants 
us to loan her money and la- 
bor. 

America is the richest na- 
tion in the world and can save 
more than any other country to 
help rebuild the world. 

Our own expenses this year 
will be almost $20,000,000,000. 

The only way to pay a debt 
is to make and to save. 


9. Let a student show what foods are 
found in the various countries and how 
they reach the various countries now suf- 
fering from hunger. 

10. Trace the routes of food ships. Tell 
something of our shipbuilding program. 

11. Tell how the railroads help. Follow 
the lines of the great railroads. Show how 
many miles food must travel to reach the 
countries in the grasp of hunger. 

12. Let every pupil bring some food 
which is provided in the community. Read 
a list of foods produced at home. 

13. Make a list of foods in local stores 
or shops which are brought from a dis- 
tance. Show on the map how far these 
foods are brought. Show that we help 
Uncle Sam when we choose and use foods 
which do not need to be brought from a 
distance. 

14. Let every class contribute according 
to its knowledge. The home economics 
class may present food facts and provide 
menus. The class in physiology may pre- 
sent the simple facts concerning nutrition. 
Students in drawing may make posters and 
decorate the blackboard. The history 
classes may furnish facts concerning the 
war, and the geography classes may provide 
statements concerning various countries 
which furnish food. 

15. Arrange for tableaux, particularly 
remembering “the common table.” A short 
dialogue or play might show America trying 
to feed the countries that are suffering from 
hunger. 

1 6/‘ Let every pupil copy the home mes- 
sage and sign it with his name, adding 
“Messenger for Uncle Sam.” This message 
should be carried home after school and 
delivered to the family. The older students, 
by using carbon paper, can write duplicates 
enough to provide the message for the 
younger children who cannot w 7 rite, but 
every child should sign his own name as 
messenger. Extra copies should be carried 
to families iu the neighborhood who do not 
have children in school. By this means the 
spirit of the message will enter all homes of 
the Nation. 

Important Suggestion 

Use such items of this program as best 
fit the needs of your school. It is most 
important that the food message be in- 
cluded. Add local color and perhaps secure 
a prominent, effective local speaker. 


December 1 , 1918 


NATIONAL SCHOOL SERVICE 


7 


THE HOME MESSAGE FROM UNCLE SAM 

You have been saying, “Food Will Win the War.” You planted, 
you saved, and you shared, until the war was won. 

And now is your work ended? No. A greater work yet remains to 
be done. 

Starving Europe must be fed. Millions of hungry women arid 
children reach out their hands to you. Remember their fearful need. 

Keep on saving. Keep on sharing. Waste not one morsel of food. 
It is sacred. 

You love your country. You have proved it in war; prove it now 
in peace. 

America is pledged to fight Famine, to feed a starving world. Will 
you do your paid? 


SAVE THE WORLD FROM 
FAMINE 


Food Administrator Hoover Asks Children 
to Help Save Food and Share With 
Starving Peoples of Europe 

With the cessation of hostilities in 
Europe, the problem of feeding the hungry 
is greater than ever before. To enlist all 
the school children in America in a big 
program of saving and sharing food, Her- 
bert Hoover, Federal Food Administrator, 
issues the following appeal which should 
be read in every schoolroom in America on 
“Food Conservation Day,” Friday, Decem- 
ber 6: 

To the Boys and Girls of America: 

Now that the terrible war is over, you 
must be glad that you helped to win it by 
saving food for our soldiers and our un- 
happy friends across the sea. But our 
work of feeding hungry people is now to 
be greater than it has ever been. Many 
millions of people have been made free by 
our victory, but they are in the greatest 
danger of death from starvation. They 
look to America for food until the next 
harvest. 

We must go on saving and sharing with 
them as faithfully as ever. And of course 
you will want to do yoUr part as you have 
been doing. We have a greater task than 
any of us can imagine in saving the world 
from famine, but we can do it if each of 
us does all he can. I am counting on you. 

Faithfully yours, 

Herbert Hoover. 


THE WORLD FOOD CRISIS 

The spirit with which the American peo- 
ple responded to the appeals of the Euro- 
pean Allies is to a very great degree ac- 
countable for the fact that the world is no 
longer being devastated by war. Had it 
not been for the service and sacrifice of meli 
and women throughout this country, it 
would have been impossible to maintain 
the health and strength of the Allies. Had 
our food failed, the battle lines would have 
weakened before the Prussian onslaughts. 

Last year we were responding to an ap- 
peal to our patriotism, to a call of self- 
preservation. Now that the world is again 
free from war we must meet even heavier 
demands and we must respond even more 
freely to the call of humanity, altruism, 
idealism. By many who have considered 
this a materialistic country, America has 
come to be regarded as the most idealistic 
nation on earth. To uphold our ideals we 
must tighten our belts and buckle down to 
an even harder grind of constant saving. 

Must Export Twenty Million Tons 

The magnitude of our exports in the past 
year is almost beyond comprehension. From 
a pre-war normal of about 6,000,000 tons, 
we increased our exports to Europe to 
11,820,000 tons in the fiscal year ending 
June 30, 1918. As a war program we had 
planned to run this enormous figure up to 
17,550,000 tons in the present year. But 
with the added demands which have been 
precipitated upon us with the return of 
peace, we must strain our resources to the 


utmost and send to Europe every ton of 
food that can be handled through our ports. 
This means as a barest mifiimum, according 
to the United States Food Administration, 
that we must export 20,000,000 tons. 

If this program should fail, we would 
have upon our hands the blood of millions 
who have been freed from the Prussian 
yoke. Whole nations in Europe are facing 
starvation. In America they see their only 
salvation. The extent to which we sacri- 
ficed for those who were fighting our bat- 
tles astounded the world. Our past service 
for patriotism must be far overshadowed 
by the sacrifices we show ourselves willing 
to make for humanity, for the preservation 
of the ideals for which We fought, and for 
the salvation of peoples who have been held 
ill oppression. 

If the Allies had not been fed by America 
they could not have maintained their de- 
fense against autocracy. Meeting this need 
on a purely voluntary basis, the American 
people proved conclusively that democracy 
is a success and that in time of need it will 
rise to its own defense. The very fact that 
the nation is able to rely upon the voluntary 
effort of our people, thus showing the 
strength of democracy, has in itself more 
than justified the existence of the United 
States Food Administration in the eyes of 
the world. 


POPULATIONS OF EUROPEAN 
COUNTRIES 


Austria-Hungary . , 50,000,000 

Belgium 7,571,387 

Bulgaria .... 4,755,000 

Denmark : 2,775,076 

France 39,601,509 

Great Britain 45,273,622 

England 34,045,290 

Wales 2,025,202 

Scotland . . ! 4,760,904 

Ireland , . . . 4,390,210 

Isle of Man 52,016 

German Empire in Europe. . . . 66,715,000 

Greece 5,000,000 

Italy 35,598,000 

Luxemburg . ; r , . 268,000 

Montenegro , 520,000 

Netherlands . 6,500,000 

Norway > . 2,459,000 

European Russia 131,796,800 

Roumania 7,508,009 

Serbia 2,957,207 

Sweden 5,680,000 

Switzerland 3,741,000 

European Turkey * . . . . 1,892,000 


LIVE BLACKBOARD SLOGANS 

Serve by saving arid sharing food. 

Put a hew leaf in the “Common Table.” 

People who cease to fight do not cease to 
eat. 

Our motto: Plain living and high think- 
ing. 

War has united us; peace must not sepa- 
rate us. 

Hunger may become our worst foe. Let 
us fight World Hunger. 

The “Common Table” Of the Allies is now 
the “Common Table” of the nations of the 
world. 

“To protect the weak as well as to accord 
their just rights to the strong ate the ob- 
jects of the victors.” 

“Every man, woman, and child who ex- 
ercises straight, stem economy is helping 
to win the freedom of the world.” 

Even if every sword were immediately 
turned into a ploughshare there is a winter 
before us when ploughshares do not count. 


TEXT BOOKS ON FOOD PREPARED 
BY FOOD ADMINISTRATION 

Food and the War. A text book for col- 
lege classes prepared under the direction of 
the Collegiate Section of the United States 
Food Administration with the cooperation 
of the Department of Agriculture and the 
Bureau of Education. Price 80 cents post- 
paid. Houghton, Mifflin Company. Boston, 
New York, Chicago. 

Food Guide for War Service at Home. 
F or high schools and general use. Prepared 
under the direction of the United States 
Food Administration in cooperation with 
the United States Department of Agri- 
culture and the Bureau of Education. Price 
25 cents. Charles Scribner’s Sons. New 
York, Chicago, Boston. 

Food Saving and Sharing. For ele- 
mentary grades. Prepared under the di- 
rection of the United States Food Admin- 
istration in eoooperation with the United 
States Department of Agriculture and the 
Bureau of - Education. Price 24 cents. 
Doubleday, Page & Company. Garden City, 
New York. A copy of this book is to be 
furnished free to every elementary school 
teacher of America. Distribution will be 
made through the office of the Federal Food 
Administration of each of the states. 


8 


NATIONAL SCHOOL SERVICE 


December 1, 1918 


National ScHool Service 


Published Twice a Month During the School Year 
by the Committee on Public Information, 
George Creel, Chairman 


Mailed free to teachers. Subscription price to all 
others, $1.00 a year. Address business communica- 
tions, such as those concerning subscriptions or fail- 
ure to receive numbers, to Henry Atwater, Business 
Manager, 461 Eighth Avenue, New York. Address 
editorial communications to National School 
Service, 10 Jackson Place, Washington, D. C. 


EDITORIAL STAFF 

Gut Stanton Ford Director 

IV. C. Baolet Editor 

J. W. Searson Managing Editor 

Samuel B. Harding Historical Section 

Mabel Carney Rural Schools 

Fannie W. Dunn Rural Schools 

Lula McNally Cain Primary Grades 

Alberta Walker Intermediate Grades 

Chas. A. Coulomb, Upper Grades and High School 

ADVISORY EDITORIAL BOARD 

Mrs. Mary C. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colorado. 

J. A. C. Chandler, Superintendent, Public Schools, 
Richmond, Virginia. 

L. D. Coffman, Dean, College of Education, Uni- 
versity of Minnesota, Minneapolis, Minnesota. 

R. J. Condon, Superintendent, Public Schools, 

Cincinnati, Ohio. 

Thomas E, Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Education, 
Albany, New York. 

Miss Alice Florer, Assistant State Superintendent, 
Lincoln, Nebraska. 

Rev. Augustine F. Hickey, Diocesan Supervisor of 
Schools, Boston, Massachusetts. 

F. M. Hunter, Superintendent, Public Schools, 

Oakland, California. 

D. B. Waldo, President, State Normal School, 

Kalamazoo, Michigan. 

H. G. Williams, President, National Educational 
Press Association, Columbus, Ohio. 

STATE EDITORIAL BOARDS 

State Editorial Boards, each consisting of five 
members appointed by the State Superintendents, 
represent the classroom teachers of the several States. 


The special food message should be sent 
to every home. 



The Food Administration asks that a 
Food Conservation Day program be held in 
every schoolroom on Friday, December 6. 

The American Red Cross is carrying on 
its great work heroically. The Christmas 
roll call should be answered cheerfully by 
every voice in America. 



It is suggested that teachers send for such 
publications of the Committee on Public 
Information as they may wish to have for 
class or individual use. The list will be 
found in National School Service, No. 1 
(Sept. 1), and No. 4 (Oct. 15). Of espe- 
cial importance in the study of the peace 
terms will be Bulletin No. 21 (“America’s 
War Aims and Peace,” by Carl L. Becker). 
Other important recent publications are 
Bulletin No. 19 (“Lieber and Sehurz,” by 
E. B. Greene) and Bulletin No. 20 (“The 
German Bolshevik Controversy,” by Edward 
Sisson). The latter pamphlet contains fac- 
similes and translations of the original doc- 
uments proving that the Bolshevik leaders 
were in secret communication with the Ger- 


man authorities during the Bolshevik rev- 
olution, and that the revolution itself was 
arranged for and financed by the German 
general staff. 

® 

“Carry on!” Carry on the self-denial 
that means relief to suffering humanity; 
the fine traditions of sacrifice and service 
that are still needed in a troubled world; 
the high resolve that men as well as nations 
shall be free from self-seeking exploitation ; 
the spirit of enlightened discipline that will 
make democracy safe for the world. 

® 

The old enemies of civilization have been 
defeated, but new enemies are already in 
the field. Starvation and anarchy form a 
dual alliance that may be even more terrible 
than the alliance of Teuton and Turk. We 
must mobilize our forces against the new 
foe if we are to prevent devastation and 
suffering beside which even the wanton and 
organized aggression of autocracy might 
seem tame and paltry. At all costs to our- 
selves, food must be sent overseas as fast as 
the ships can be loaded and despatched. 



With the victory of democracy assured, 
the great problems of reconstruction have 
at once assumed a place of primary impor- 
tance. The new world order which the 
armies of the free peoples have fought so 
valiantly to bring about is already upon 
ns. Education as well as polities, industry, 
and commerce must be reshaped to meet the 
new conditions. School studies, school aims, 
. and school management can never be again 
just what they were even in the immediate 
past. Germany’s cunning employment of 
education to keep her ruling classes supreme 
and to further her ambitions of world 
domination has supplied both substantial 
evidence of the dynamic power of education 
and convincing proof that it can lead down- 
ward as well as upward, backward as well 
as forward. If we see so clearly what edu- 
cation should not do for a people, there is 
all the more reason for defining in positive 
terms what it should do. It is the teachers 


of the country who must take the lead in 
reinterpreting educational aims and ideals. 

An immediate effect of the war upon the 
schools will be, we trust, marked improve- 
ments in methods of teaching. The war 
activities have shown clearly the possibili- 
ties. The actual fighting is over, but the 
times still bristle with great problems. With 
the widely extended horizon that has opened 
before us, the issues in which all of the peo- 
ple must of necessity be interested, are far 
more numerous and far mori important 
than ever before. Geography, history, and 
literature will have new meanings and new 
life as school subjects, and even the “tools” 
of knowledge — reading, writing, spelling, 
and the other language arts, as well as arith- 
metic — should be touched and quickened by 
the new evidences of their importance, and 
taught better because of the skill and in- 
sight that have been gained in linking them 
with the war activities. 

The larger problems of educational re- 
construction, whatever they may be in de- 
tail, are certain to demand extensions and 
developments of the educational system 
that cannot be undertaken too soon. A 
program of health education and of 
physical training that shall be national 
in its scope and influence is an imme- 
diate necessity. The Americanization of 
the immigrant population and the reduc- 
tion of adult illiteracy are both problems 
that the war has brought into sharp 
relief. The rural and village schools, in 
which more than one-lialf of the nation’s 
children are enrolled, certainly cannot, un- 
der the new order, continue to suffer from 
the neglect that has heretofore handicapped 
their progress. And certainly our great 
democracy will not long rest content under 
the stigma of giving less attention to the 
preparation of its teachers than does any 
other nation of similar rank, nor will the 
inadequate recognitions and rewards of 
teaching be long tolerated by a people who 
have recognized the public schools as essen- 
tial safeguards of democratic institutions. 


TWO WAYS OF REGARDING HUNGER 


The German Way 

Starvation must serve our pur- 
pose. So we set it to work for 
Germany. By starvation we can 
accomplish in two or three years 
in East Poland more than we 
have in West Poland, which is 
East Prussia, in the last hundred 
years. With that in view, we 
propose to turn this force to our 
advantage — General Von Kries, 
of the German Army, 1915. 


X 


The American Way 

In addition to the supplying 
to those to whom we are already 
pledged, we now have the splen- 
did opportunity and obligation 
of meeting the needs of those mil- 
lions of people in the hitherto 
occupied territories who are fac- 
ing actual starvation, The peo- 
ple of Belgium, Northern France, 
Serbia, Roumania, Montenegro, 
Poland, Russia, and Armenia rely 
upon America for immediate 
aid. — Herbert Hoover, United 
States Food Commissioner, 1918. 


December 1, 1918 


NATIONAL SCHOOL SERVICE 


9 


WAR SAVINGS CONTINUED 

According to a recent announcement of 
the Secretary of the Treasury, a new $5.00 
War Saving stamp will be placed on sale 
early in 1919. The stamp is blue in color 
and bears the profile of Benjamin Franklin, 
the apostle of saving, and first Postmaster 
General of the United States. The new 
series will have a maturity date of Janu- 
ary 1, 1924, and will be issued on the same 
terms and in the same manner as are the 
present series of 1918. The thrift stamps 
and thrift cards now in use will be con- 
tinued and will be exchangeable for the 
new War Savings stamps. 


LEST WE FORGET 

The tumult and the shouting dies. 

The captains and the kings depart. 
Still stands our ancient sacrifice — t 
An humble and a contrite heart. 
Lord God of hosts be with us yet — 
Lest we forget! Lest we forget! 

— Rudyard Kipling. 


WAR LECTURES AND LANTERN 
SLIDES 

You can show your pupils the most inter- 
esting phases of the Great War by means of 
lectures and lantern slides which the Com- 
mittee on Public Information now has 
ready for delivery. From them your stu- 
dents will learn how the army was trained, 
what kind of weapons were used in the 
trenches, how airplanes are made, and what 
the aviators do. No doubt, too, your pupils 
wish to hear about our wonderful navy and 
what it has accomplished in the war. How 
ships appeared like magic, how troops were 
transported and cared for, and how our 
soldiers work, fight, and play, are all shown 
in pictures which tell a true story more 
charming than the tales of old. The follow- 
ing is a list of lectures and sets of lantern 
slides which are available : 


The Call to Arms — 58 slides $8.70 

Trenches and Trench Warfare — 73 

slides 10.95 

Airplanes and How Made — 61 slides 9.15 

Flying for America — 54 slides 8.10 

The American Navy — 51 slides 7.65 

The Navy at Work — 36 slides 5.40 

Building a Bridge of Ships — 63 slides 9.45 
Transporting Army to France — 63 

slides 9-45 

Carrying Home to Camp — 61 slides. . 9.15 


With each set of slides is furnished the 
printed text of the accompanying lecture. 

If preferable, the war photographs from 
which these slides were made, may be had 
in collections at ten cents each. There are 
also 25,000 other war photographs from 
which a collection on any war subject may 
be secured. Order a collection npw for 
your school, your college library, or your 
historical society, for it will be impossible 
to obtain these war photographs at such 
prices after, the war. 

Address all orders for pictures, lectures, 
and slides and make all money orders pay- 
able to the Department of Slides, Com- 
mittee on Public Information, 6 West 
48th Street, New York City. 


PUBLIC HEALTH AND ARITHMETIC 


Suggestions from Surgeon General Blue of the United States Public Health Service 
Designed to Introduce Health Statistics as Subject-matter for Teaching Arithmetic 


(1) For the following cities show what per cent of the total deaths were caused by 
“Spanish” influenza and pneumonia. 


SIX WEEKS OF INFLUENZA EPIDEMIC 


Total deaths (all causes) 
of which there were 
deaths from influenza 
and pneumonia 

(2) The populations ascertained at the federal census enumerations of 1900 and 1910 for 
a 


1900 

1910 


Assuming that the population of these cities has continued to grow at the same 
rate, i. e., adding to itself each year one-tenth of the increase which occurred in the ten 
year period, 1900-1910, what is the estimated population of these cities in 1918? What 
will it be in 1919? What was the percentage increase in each of these cities in the ten 
year period, 1900-1910? 

(3) WTien the present epidemic of “Spanish” influenza invaded the larger cities of this 
country, the disease appeared to reach the greatest prevalence in the fourth or fifth 
week. Following are figures showing the death rates (per 100,000 population) from 
influenza and pneumonia in certain large cities, the deaths being arranged according 
to the week of the epidemic in these cities. For any two cities construct a simple 
graph showing the facts here given. 


City 

Population 

1917 

Week 

preceding 

epidemic 

Week of Epidemic 

First 

Second 

Third 

Fourth 

Fifth 

Sixth 

Philadelphia 

1,735,514 

4.4 

40.7 

151.8 

264.9 

174.1 

69.3 

26.6 

Baltimore 

594,637 

3.2 

19.7 

94.6 

258.7 

180.5 

66.8 

24.7 

Washington 

370,000 


10.3 

48.9 

147.9 

163.S 

100.5 

41.6 

Boston 

767,813 

6.0 

34.5 

101.0 

158.4 

133.9 

76.7 

16.4 

Chicago 

2,547,201 

3.6 

16.4 

41.2 

82.7 

92.9 

57.7 

2§.9 

New York 

5,737,492 

3.3 

12.8 

37.0 

73.9 

90.8 

76.8 

29.8 


certam group of large cities were as follows.: 


New York 

Boston 

Chicago 

San Francisco 

New Orleans 

Phila. 

3,437,202 

4,766,S83 

560,892 

670,585 

lj 698,575 
2,185,283 

342,782 

416,912 

287,104 

339,075 

1,293,697 

1,549,009 


New York 

Chicago 

Boston 

Washington 

Phila. 

19,913 

11,479 

5,226 

2,643 

15,691 

12,597 

7,497 

3,918 

1,898 

12,240 

w 



(4) Deaths from the so-called “respiratory diseases” are more, numerous in the winter 
and early spring months than at other times of the year. Following are the total 
•deaths from acute respiratory diseases (pneumona, bronchitis, and influenza) in 
New York City arranged by months. The above is a simple graph showing the facts 
set forth. 


Jan. 

Feb. 

Mar, 

April 

May 

June 

July 

Aug. 

Sept. 

Oct. 

Nov. 

Dec. 

1,305 

1,284 

1,481 

1,343 

1,118 

774 

557 

487 

473 

633 

826 

1,213 


The Surgeon General is strongly of the opinion that the use of health data as subject- 
matter for teaching will do much to arouse interest and a better understanding of the 
local health problems, and thus lead to a permanent improvement in health conditions. 





10 


NATIONAL SCHOOL SERVICE 


December 1, 1918 



THE CAUSES, OF THE WAR 

What was the cause of this war? Some 
people think it happened because Germany 
sank our ships. That made us go into it, 
on April 6, 1917, but the war had then 
already been going on nearly three years. 
What was the beginning of it? 

It was in Serajevo, the capital of Bosnia, 
a recently acquired province in the south 
of Austria. The Austrian Crown Prince, 
Franz Ferdinand, and his wife were visit- 
ing this eity, and as they drove through 
the streets, the people turned out in crowds 
to See them, just as you would go to see 
the President, or the Governor of your 
state, or any other great man. But not 
all the people who came to see them were 
friendly. Twice an attempt was made on 
their lives, first with a bomb, then with 
revolver shots. The first attempt failed, 
but the second was successful. The Crown 
Prince and his wife were both killed. 

This deed, terrible as it was, was surely 
not enough to cause this great war, which 
has killed millions of men, women, and 
children, and made the whole world poor. 
Why did not the Austrian government 
simply punish the man who committed the 
murder? That is a very hard question to 
answer, because to understand it you have 
to know a great many things about the his- 
tory and geography of Europe. The murder 
of Franz Ferdinand and his wife was 
just like a match whieh, when struck and 
applied, sets fire to the kindling, whieh 
sets fire to the great pile of fuel, which sets 
the world on fire. What were the kindlings 
and the fagots ? Each of us needs to know 
this, for this war is the biggest thing that 
ever happened in the world, and the world 
will never be the same again because of it. 
To understand what is going on now, or 
what will happen for years to come, we 
must know what this war was all about. 


MIDDLE EUROPEAN PEOPLES 

Part of the fuel of the European con- 
flagation, as people call this war, is to be 
found in the confusion of races and peo- 
ples in Middle Europe. Let us see how 
many of these peoples you already know 
about. Do you know where the Serbs live? 
the Roumanians? the Bulgars? the Mon- 
tenegrins? the Albanians? Perhaps you 
cannot tell the answers to these questions 
at' once, but if you use your map of Europe, 
you probably can find them. 

People Without a Country 
You have heard of Poland, the land of 
the Polish people, and of the Ukraine. See 
if these countries are on your map. Per- 
haps they are not, because they are parts 
of Russia. Poland is in the western part 
of Russia with Warsaw as its center. The 
Ukraine is in the south along the shores 
of the Black Sea. Not all the Poles, how- 
ever, live in Russian Poland, nor all the 
Ukrainians in Ukraine, nor all the Rou- 
manians in Roumania, nor all the Serbs in 


Serbia. Millions of each of these peoples 
live in Austria-Hungary, a country about 
as large as the state of Texas. It is called 
the Dual Monarchy, because it has two main 
States, Austria and Hungary. 

The two ruling peoples in Austria-Hun- 
gary are the Germans, of whom there are 
about 12,000,000, mostly living in Austria; 
and the Magyars, of whom there are about 
10,000,000 mostly living in Hungary. But 
this is not half. Austria-Hungary has more 
different peoples than any other European 
country. There are in this patchwork em- 
pire about 5,000,000 Poles ; 4,000,000 Ukra- 
nians; 3,000,000 Roumanians; 7,500,000 
Czecho-Slovaks, chiefly Boliemiahs; 6,750,- 
000 Jugo-Slavs, including Serbs, Croatians, 
and Slovenes; 800,000 Italians; and over 
375,000 persons of still other nationalities. 

Where These People Live 

The Poles in Austria-Hungary live in the 
northern part, adjoining the Polish dis- 
tricts in Russia and in Gerinany, Until 
about one hundred twenty years ago, Poland 
was a great independent kingdom, but in 
the years between 1772 and 1795 the rulers 
of Prussia, Russia, and Austria joined in 
attacking it, and divided up its territories 
among themselves. Southwest of the Aus- 
trian Poles are the Gzecho -Slovaks, inhabit- 
ing the ancient kingdom of Bohemia, with 
the city of Prague as their center. To the 
east of them, next to Ukraine in Russia, 
live the Ukrainians, or Ruthenians, in 
northern Hungary. In Bosnia and Herze- 
govina, the southern provinces of Austria- 
Hungary, between the Adriatic Sea and 
Serbia, are the Jugo-Slavs or Southern 
Slavs, the Word “Jug” meaning “South” id 
their tongue. The people of Serbia also 
belong to this race. Roumanians, who are 
also Slavs, but whose name is derived from 
“Roman,” recording the fact that their land 
was once a part of the old Roman Empire, 
are found in the eastern part of Hungary, 
between the Ukrainians and the Jugo- 
Slavs. The map in National School 
Service for November 15, shows the loca- 
tions of these peoples. Why not make 
yourself a map showing where each of 
these live? Use an outline map of Europe, 
and with colored crayons indicate the lands 
occupied by them, both in Austria-Hungary 
and in the countries surrounding. 

Divided They Fall 

Add the numbers of the two ruling peo- 
ples in Austria-Hungary, and then add to- 
gether all the peoples of the other national- 
ities in a separate sum. Which is larger? 
Here are millions of people, who, because 
they were weak nations, have been con- 
quered first by one great power and then by 
another, although there are so many of them 
that altogether they would themselves still 
make a larger power. But they are sepa- 
rate, and so they have been ruled by Ger- 
many, or Russia, or Austria, or Turkey as 
the case might be, or have been divided 
among these countries without the slight- 


est regard to their own wishes, The Poles 
would like to reunite their separated lands, 
and rule themselves, but they are now di- 
vided between Germany, Russia, and Aus- 
tria-Hungary. The Czecho-Slovaks have 
already been recognized as a separate na- 
tion. The Jugo-Slavs of Croatia and Bos- 
nia-Herzegovina have for years wished to 
join with Serbia, whose people belohg to 
the same race. They have had patriotic 
secret societies, whieh have been responsi- 
ble for numerous insurrections against their 
Austrian governors, and for attempts upon 
the lives of Austrian officials. 

The Jugo-Slavs Strike the Match 

You remember that it was the assassina- 
tion of the Crown Prince of Austria and 
his wife, when they were on an official visit 
to Bosnia, which was the beginning of the 
whole war. The assassin was an inhabitant 
of Bosnia, and therefore a subject of Aus- 
tria, but he belonged to the Serbian nation. 

Austria seized upon this as an excuse 
for getting rid of the secret society which 
had given her so much trouble. She also 
tried to use the assassination as an excuse 
for weakening the power of Serbia and of 
preventing her from joining with the Jugo- 
Slavs in Bosnia-ITerzegoviUd to make a 
separate state. She sent a note to Serbia, 
in whieh she made demands so harsh and 
brutal that the whole world was astonished. 
There is not space here to tell all about 
these negotiations. An excellent outline of 
the whole Austro-Serbian controversy will 
be found on pages 29 to 34 of The Study 
of the Great War, published by the Com- 
mittee on Public Information. This pub- 
lication is free to teachers, and if they 
wish individual eopies for the use of their 
students, they may secure them at five cents 
each. The War Cyclopedia is also invalu- 
able in this study. The new edition will 
soon be ready for distribution, and every 
teacher should have a copy on her desk. 
The price will be twenty-five cents. 

If you read these two articles earefully, 
you will see very clearly how the fire Was 
started. But you will still not see how a 
pile of fuel had been heaped up So high 
that all Europe was set on fire. How did 
Russia, and England, and France, and Italy 
get into the quarrel? These are questions 
that we have not space to diseuss here, blit 
full information will be found in the new 
edition of tjie War Cyclopedia. 


AFTER THE WAR 

Over 180,000,000 people in 
hungry lands look to America 
for food which no other peo- 
ple can give them. 

In their misery and famine, 
Belgium, Northern France, 
Central Russia, Servia, Monte- 
negro, Poland, Roumania, and 
Armenia cry to us. 

From us food must come. 
We must save what we can 
give. 

It is America’s mission, our 
opportunity, to serve . — United 
States Food Administration. 


December 1, 1918 


NATIONAL SCHOOL SERVICE 


11 


GERMAN GEOGRAPHY 

Not German geography, but the kind 
every class should be studying these days, 
geography appropriate to the present situ- 
ation. Put away the course of study, and 
see how much you can learn or do in your 
geography class that will help make Food 
Conservation Day a success. Let your whole 
school work together, at least a part of the 
time. Combine the grades above the fourth 
in this study. The following outline of a 
series of lessons is suggested. Much of 
the work may be done by the pupils, singly 
or in groups, during seat work periods. 

Why Save Food Now? 

Now that the war is -won, why are we 
still asked to save food? 

Famine conditions in Europe. Study 
the famine map. in this issue. Have an 
outline map of Europe on the board and 
have pupils indicate on it the different 
degrees of food shortage, using either col- 
ored crayons or different shadings. Have 
pupils make individual famine maps to take 
home. Using the population figures in this 
issue, have pupils estimate the number of 
people in each food shortage area. Put 
these figures on the map. 

Sources of European food supply. Study 
the food map of the world in this issue. 
Have the class make a large food map. 
Cut out pictures of cows, sheep, hogs, dairy 
products, sugar beets, sugar cane, corn, 
wheat, and other grains, and paste them in 
the areas of production indicated on the 
food map. Using the index, find out what 
information the geography textbook gives 
as to sources of these foods. Compare facts 
given in the textbook, representing condi- 
tions before the war, with present condi- 
tions as shown on the map. What coun- 
tries supplied these foods before the war 
that are not now supplying them? Why? 
Let different pupils prepare for the special 
program short talks on each main ar- 
ticle of food, presenting the facts brought 
out above, and those in Mr. Hoover’s ar- 
ticle. 

Distances of food sources. Why have we # 
not been using the immense stores of wheat 
in Australia? How long have these stores 
‘been accumulating? Why has Europe not 
been getting sugar from Java and the Phil- 
ippines? Estimate the number of cargoes 
a ship could carry to France in a month 
from Java, from Cuba, from Australia, 
from the United States. Can we afford to 
send ships now on these long journeys? 

World 'shortage of foods. Even if we 
can spare ships to bring food, is there 
enough of all kinds of food in the world? 
Use Mr. Hoover’s article for information. 
Bring out also the effect in decreased pro- 
duction of the withdrawal of millions of 
men from production into military service. 
How long will it be before Europe can pro- 
duce any more food for herself? When 
will the earliest possible harvest occur in 
Europe ? 

FOOD CONSERVATION DAY 

In this critical hour of reconstruction, 
every rural teacher should celebrate Food 
Conservation Day on December 6. Begin 
preparations at once by making a special 
study of the world’s food situation as sug- 


gested in the various articles of this mag- 
azine. Then decorate the schoolroom with 
food slogans, pictures, and posters, and in- 
vite the parents. One arrangement of the 
Food Administration program, suitable for 
rural schools, is given here. 


Fighting Famine 
Over There 
Saving, Sharing 
Over Here 


1. For the first number have a simple 
flag drill, sing a group of patriotic songs, 
and give a salute to the flag. This drill 
may be varied by having each child carry 
the flag of a country recently engaged in 
the World War. Such flags may be made 
of colored paper from designs found in the 
dictionary. 

2. Explanation of the hunger map and 
food map of the world, by an older pupil. 

3. The Home Message from Uncle Sam. 
By an intermediate pupil. 

4. Recitation, “Your Food and My food.” 
See National School Service for Noveini 
ber 1, 1918. 

5. Food slogans. Have six or eight re- 
cited, letting each child make and carry a 
picture-poster illustrating his statement. 

6. Food songs. Make suitable selections 
from any available songbooks or teachers’ 
journals. 

7. Dramatization of some story relating 
to the sharing of food. “The Tongue-Cut 
Sparrow,” “How the Woodpecker Got its 
Red Head,” or the food stories in the Pri- 
mary section of this magazine are appro- 
priate. 

8. Four-Minute speeches. Our ships 
and food; our railroads and food; or why 


PEACE TIME SACRIFICES 

The times have dramatized for us the 
meaning of American citizenship. Even 
the smallest children have been responding 
generously during the year and a half of 
war. They have been expressing their 
patriotism in the performance of practical 
everyday tasks, now knitting, now garden- 
ing, sometimes saving, sometimes giving, 
but always with a proud consciousness that 
they were being of service to their country 
and to others. 

Arousing wartime patriotism has been a 
comparatively simple task. It is easy to 
keep in step to the rhythm of beating drums 
and martial music. But what of the days 
to come when the shouting and the tumult 
dies? 

Stories of valiant deeds are not all told. 
Oportunities for self-sacrifice and helpful- 
ness are not all past. If we can only con- 
tinue to translate our little citizens’ ideals 
of patriotism into terms of service, wo shall 
go far toward preserving that great De- 
mocracy for which we have been fighting. 


we should feed Europe. Illustrate with 
maps, diagrams, and pictures. 

9. Recitation. The Famine, from Hia- 
watha. 

10. How this community can help in 
the food crisis. A talk by the county 
agricultural agent, or home economics 
leader, or a citizen of the community. 

11. Food tableaux. Selected from the 
Intermediate section of this magazine. 

$ 

PIG CLUBS AND FOOD SHORTAGE 

Study the summary of food facts given 
in Mr. Hoover’s address. Of what products 
has the world a sufficient supply ? Of what 
is it short? In which product is the short- 
age most serious ? What does Mr. Hoover 
say regarding relief in this field of short- 
age? Why will hog raising relieve the 
meat shortage more quickly than will beef 
raising ? 

There are twelve million rural and vil- 
lage school children in the United States. 
If each country school pupil raised one pig 
weighing 200 pounds when sold next fall, 
how many pounds of pork would this con- 
tribute to the world’s supply of meat? 
What percentage would this be of the total 
amount needed? If but one half, one third, 
or even one fourth, of all our country chil- 
dren raised pigs how many pounds of meat 
could they produce in each case? 

Follow this introduction by getting the 
children to write to their state club leader 
or to the Boys’ and Girls’ Club Division, 
of the States Relations Service, Depart- 
ment of Agriculture, Washington, D.C., for 
bulletins on pig clubs. Though the study 
of these bulletins and the help of your 
county agricultural agent or club leader, 
get each child in your school to undertake 
pig raising this spring. No more effective 
service could be undertaken by children at 
this time for the world’s relief of hunger. 


A QUEER WELCOME HOME 

Along the road to Chateau Thierry came 
a little cart drawn by a small donkey. 
Jules and Marie, with their grandmother, 
were returning to their home. The cart 
contained a few quilts and pots and pans, 
all they had been able to save on that ter- 
rible day last spring when they had fled 
from the guns of the Germans. 

As they slowly approached the home vil- 
lage, the children were talking excitedly. 

“Oh, I hope my rabbits were not killed,” 
said Jules. “I let them all loose the day we 
came away.” 

“And the chickehs! There were such 
cunning little ones,” said Marie. “What do 
you think became of them?” 

“I hope the brave Americans got them 
if any one did,” said Jules. 

“I love the Americans,” said Marie. “One 
of them gave me some chocolate.” 

“They are our friends,” said Jules. “They 
came across the great ocean to help us. 
France will never forget them.” 

Just then the donkey stopped. Grand- 



12 


NATIONAL SCHOOL SERVICE December 1 , 1918 


mother and the children looted about them. 
Everywhere there was nothing but ruins, 
broken bricks, and crumbled walls. Grand- 
mother was puzzled. Her little home was 
gone and there was nothing to tell her 
where it had stood. What should she do ? 

The little donkey knew. He started off 
across a pile of stones and mortar and stood 
still in front of what had once been his 
stable door M Then he looked around as if 
to say: “What are you waiting for? This 
is home?” 

Then grandmother and the children got 
down. They soon discovered familiar ob- 
jects in the ruins. 

“See* Grandmother!” cried Jules, tugging 
at something under the stones. “Here is my 
own little chair!” 

“Oh, my doll, my pretty doll!” wailed 
Marie,” bringing to light a badly crippled 
dolly. “Never mind, I’ll bandage your head 
like a wounded soldier’s,” she added. 

Grandmother was thinking sadly of the 
pretty cottage with its fine little garden 
that had been there in the spring. Now, 
it was almost winter, too late to plant again. 
Where was she to find food and shelter for 
herself and the children? 

“Hello! Want some help?” sang out a 
cheery voice behind her. 

Grandmother turned to find several smil- 
ing American soldiers making friendly 
offers of help. 

And help they did. In a short while they 
had cleared a place and built a shelter for 
Grandmother and the children. Then they 
went to the village and brought hot soup 
and a loaf of bread. 

When the soldiers left, the children waved 
good-bye to them as long as they were in 
sight. 

“I love them,” said Marie again. “I do 
not understand their speech, but their eyes 
are kind. I know they are our friends.” 

“They are brave men,” Jules agreed. 
“They drove the Germans from Chateau 
Thierry last summer. When I am big I 
will fight for America.” 

FOOD FOR RETURNED REFUGEES 

Tell the story of the home coming of 
Grandmother and the children. Why had 
they left their home ? Who had been taking 
care of them? The Red Cross perhaps. Why 
do they go back now? Because it is their 
home and they love it. Who will help them 
rebuild it? Our soldiers, perhaps, or the 
English. This is the beginning of the win- 
ter season in northern France. Let chil- 
dren talk about winter as they know it, 
weather conditions, changes in outdoor life, 
our preparation for winter, storing of our 
harvest. Contrast conditions among the 
refugees, with their devastated fields. Talk 
about work that must be done so that gar- 
dens may be planted in the spring. Grand- 
mother and the children have no .food saved 
for winter. Who will feed them? The 
Red Cross perhaps or some people selected 
by the French government. Where will the 
food come from? 

The Sunday supplements of recent news- 
papers have been showing pictures of 
refugees returning home and of the battle- 
scarred regions of Belgium and France. 
The famine and food maps on pages 4 
and 5 of this issue tell plainly the story of 
the food situation in Europe. 


THE CAPTAIN OF THE SUGAR 
BOWL 

In the issue of October 15, we told of 
seven-year-old Fred, Captain of the Sugar 
Bowl, who stands guard over that dining 
table fixture and sees that no one in his 
family gets more than a fair share. 

There are getting to be many such Cap- 
tains all over the country. Any boy who 
wants it can take such a commission. The 
father of one, in Massachusetts, wrote as 
follows: 

The Captain of the Sugar Bowl 
Is very fierce and firm, 

He watches every one of us, 

And when it comes my turn, 

He frowns at me and scowls at me 
And says: “Now, Daddy, stop! 

You cannot have a bit to-night, 

You took an awful lot.” 

And then I hang my head in shame 
Before this Captain bold, 

For I have learned obedience 
And do as I am told* 

Of course I know I’m forty -two, 

And Captain’s only eight, 

But Mr. Hoover’s back of him, 

And well I know my fate. 

—Sarah Louise Arnold. 


JACK’S FOOD HELPERS 

Little Jack’s mother had been telling him 
about the needy little children in Europe. 

“I wish I could earn some money to help,” 
he said. 

“Why don’t you raise some corn and sell 
it?” his mother asked. So Jack started a 
garden. 

“Who’ll help prepare the ground?” said 
he. 

“I will,” said the spade. 

“And we will,” said the rake and the hoe. 


THIS WINTER’S FIGHT 

We must help feed all Europe, accord- 
ing to Mr. Hoover. This means that the 
phantom Famine must be driven out. The 
situation must be faced by the children, 
who are called upon to help save and share. 

Show the map in this issue depictirtg the 
famine conditions in Europe. The black 
spots appear first. Let the children find 
the famine countries on their own maps. 
Make a list of them. Deal similarly with 
those having food shortage approaching 
famine. Then, find the countries which 
have sufficient food for present need. The 
reasons for the bad food conditions are evi- 
dent. Russia has had three mighty foes, 
climate, internal troubles, and German 
thievery. Germany has been unable to 
reach her colonies and to import food as she 
has always had to do to feed her people, 
and her crops were poor last year. England, 
France, and Belgium have enough food 
for present needs because the United States 
has kept the food streaming to them. Spain 
was not at Yvar and could receive supplies 


Soon the ground was prepared and Jack 
planted the corn. 

“Who’ll help my corn to grow?” 

“I will,” said the sun. 

“And we will,” said the rain and the dew. 
Soon green blades were seen. They grew 
taller and taller and then tiny ears ap- 
peared, 

“Who’ll help feed and ripen my ears of 

corn?” 

“I will,” said the roots. 

“I will,” said the leaves. 

“And I, too,” said the breeze. 

Soon the ears were ripe. 

“Who’ll help pick and husk and shell my 
corn?” asked little Jack. 

“I will,” said brother. 

“I will,” said sister. 

“I, too, will help,” said Jack. 

“And now, who’ll help sell my corn?” 

“I will,” said the basket. 

“I will,” said the horse. 

“I will,” said father. 

So the corn was sold and Jack had money 
to give to buy food for the little girls and 
boys across the sea. 

Arrange to tell or to read and dramatize 
this story as a part of the Food Conserva- 
tion Day program in the primary grades. 

OUR FOOD PLEDGE 

I promise in the world’s great need 
To be a helper true. 

I’ll try to save with all my might, 

And what I can, I’ll do. 

I will be careful of the things, 

I use at school or play, 

I’ll leave no food upon my plate, 
That must be thrown away. 

All this I will do cheerfully, , 

And not complain of it, 

Because I am American 

And want to do my bit. — L. C. 


from other countries. The immediate prob- 
lem for the children is to show how to al- 
leviate the distress in the famine portion 
of the Old World. Let them discuss, Using 
the food map, where the food is to come 
from and how it it is to be transported. 


LIVING FOOD PICTURES 

Food Conservation Day for World Re- 
lief is Friday, December 6. The follow- 
ing tableaux will fit in with the program 
for that day. Let a child announce the 
names of the pictures as they are shown. 

1. The Famine. Famihe is the central 
figure standing at the back of the stage 
towering over all. Her face is turned away, 
her dark, dirty cape is in rags. She holds 
a shawl drawn tightly over her head. She 
has one little child by the arm about to 
drag it away. Other children crouch in 
fear while a few lie prostrate at her feet. 

2. The Bread Baslcet. Five children are 
grouped in the picture, representing the 
United States, India, Australia, Argentina 



December 1, 1918 


NATIONAL SCHOOL SERVICE 


13 


and Canada. Each holds a large basket 
filled with bread. On each basket in large, 
black print are the words, “Bread from 
(name of the country).” United States 
carries the largest bread basket. If pos- 
sible. dress the characters to represent the 
countries, taking suggestions from pictures 
in geographies and readers. 

3. The Meat Platter. Australia, New 
Zealand, Canada, Argentina, and the Unit- 
ed States. Each carries a large platter 
high over his head. A placard labeled, 
“Meat from (name of the country)” is hung 
about the neck of each boy. 

4. The Sugar Bowl. Hawaii, Philip- 
pines, Java, Cuba, and United States. These 
are little girls. The United States is much 
larger than the rest. Each carries a large 
sugar bowl. One or two hold their bowls 
out as if eager to give them away. Java 
dips her finger in hers as if to say, “It is 
good.” Hanging from each bowl is a pla- 
card, “Sugar from (name of the country).” 

5. The Butter Tub. Canada and the 
United States hold between them a large 
tub on which is printed in bold type, “But- 
ter from Canada and the United States.” 

6. Belief and Plenty. This is like pic- 
ture 1 with the figures arranged on a 
raised platform at the back of the stage. 
The children from tableaux 2, 3, 4, and 5 
are kneeling with their faces toward the 
children and Famine in picture 1. Num- 
bers 2, 3, 4, and 5 hold out their food to the 
starving children. As soft music plays the 
stage becomes lighter. Famine begins to 
straighten up, drops her shawl from her 
head and her ragged cape from her shoul- 
ders. This discloses a white dress beneath. 
She turns about slowly so that the class can 
see her face. She feels the magic of the 
little children’s gifts, and is transformed 
into a beautiful lady, Plenty, the word 
showing plainly across her breast. 

As Famine changes, the prostrate chil- 
dren begin to rise, move slowly toward 
Plenty, and group themselves about her 
clinging to her skirts and looking up at her 
trustingly. Then, seeing the gifts held out 
by the various countries, they stretch out 
their hands to receive them. 


WHY SEND FOOD TO GERMANY? 

Your pupils are very sure to ask this 
question. Have a class discussion of the 
question in opening exercises or during the 
language period. Set a time for the discus- 
sion, several days ahead, and meanwhile 
have the pupils prepare themselves by read- 
ing or talking the question over with others. 
Use material in this issue and in current 
papers and periodicals. It will stimulate 
discussion to have tfie class divide itself 
into two parts, one to maintain the affirma- 
tive, the other the negative of the question. 



SEND THESE MESSAGES TO EVERY HOME 

Every home in America should give a one hundred per cent answer 
to the Christmas Roll Call of the American Red Cross. 

Plan at once to hold the Food Conservation Day program on Friday, 
December 6, as requested by the United States Food Administration. 
Send to every home the “Home Message,” on page 7. 

Five million more good books are needed at once for our soldiers 
and sailors overseas. Read the call on page 3, and have the pupils 
help make a collection of good books to send at once. 

Discontinue the collection of fruit pits and nutshells. The War 
Department, through the Gas Defense Division of the Chemical War- 
fare Service, requests that these collections be discontinued and that 
only carload lots already collected be shipped to them. More than 
100 carloads have been collected since the first call. 


Junior Red Cross Uniforms 


“THIS IS MY BEST WRITING” 

The Food Administration has asked 
every boy and girl to copy “The Home 
Message from Uncle Sam” to take home. 
The parents will read the message with 
more eagerness and pride if it is well writ- 
ten and in good form-. 


UNTO THE LEAST 

Dolls neglected on the chair. 

Dishes broken, table bare, 

Gretchen kneeling Over There, 

Shrunken lips are dumb. 

Empty plate she holds on high, 

Then escapes a feeble cry: 

“I’m hungry! Do not let me die! 

Dear Christ, please send a crumb.” 

Dolls all dressed and clean and dear, 
Wide-eyed at the table peer, 

Mildred, busy Over Here, 

Busy as can be. 

“Darlings, you must all be fed. 

No, no butter. Take less bread. 

Pile them on this plate instead 
To send across the sea.” 

Over Here tho call has come. 

Over There, the humble crumb. 

— A. TV. 

W. 

FOUR MINUTE SPEECHES 

Have pupils prepare for the Food 
Conservation Day program four minute 
speeches on “Why We Must Send More 
Food Than Ever to Europe.” Have tho 
talks answer the following questions as an 
outline : 

How great is Europe’s need for food? 
Shall all the people of Europe be fed ? 

Is there enough food in the world to do 
it? 

Can all these food supplies be used now? 
What are the most important things for 
us to do? ^ 

SOME SALVAGE FACTS 
Where do the old newspapers go? To 
the mills where they are used in making low 
grade paper and pasteboard. 

What are the old books used for? The 
ink is taken out of the paper with chemicals 
and the paper is run through a machine and 
made into paper again. 

How much is old tin worth? If it is 
pure tin, it brings from 68 to 70 cents a 
pound. Tin is not mined in this country 


and during the war it was impossible to 
obtain it from the mines of Wales. Tin 
cans are made of sheets of iron with a plat- 
ing of tin. 

What becomes of the old rags? If they 
are woolen rags they bring fifty cents a 
pound because they are used in weaving 
“shoddy.” This is made by grinding the 
woolen cloth and spinning it with about 35 
per cent new material. White serge or 
flannel rags are the best because they are 
not dyed. Cotton rags make excellent paper. 


HOME GROWN CHRISTMAS 
DINNERS 

Have a food exhibition at school. Let 
the children bring from home samples of 
all the vegetables and fruits grown in their 
own gardens and preserved for winter. 
Some will be canned, some dried, and some 
direct from the cellar. Those who raise 
live stock may prepare lists of what they 
raise. From the exhibitions and the lists, 
plan several well balanced Christmas din- 
ner menus, all to require strictly home 
grown food products. 


RED CROSS CHRISTMAS TABLEAUX 

As a part of the Bed Cross Christmas 
Boll Call program, simple tableaux are val- 
uable. If a stage is used the curtains may 
be drawn apart far enough to display the 
picture. Tho children in the picture do not 
speak but the reader at the side may tell 
what the picture represents. 

Tableau 1. A tiny, ragged refugee, hold- 
ing out her hands. Reader : I am a little 
French girl from Bheims. My father gave 
his life for France and Liberty. My mother 
and I lived in a cellar two years under 
bombardment until she was killed by a 
shell. I am only six. The Bed Cross is 
taking care of me and of thousands like me. 

Tableau 3. An old French woman with 
white cap and simple kerchief holding by 
the hands her two grandchildren in little 
black aprons. The children look up into 
the face of their wrinkled old grandmother. 
Reader: I am an old French woman with 
my grandchildren. For four fearful years 
we have been behind the German lines. The 
retreat from the Hindenburg line left us 
back under the blessed tri-color. Our vil- 
lage is gone, our field is spoiled. The good 
men of the Red Cross have fixed up a homo, 
and a school for the boys, and have found 
a new field for me to cultivate. Such 


14 


NATIONAL SCHOOL SERVICE 


December 1, 1918 




vy 




aid lift 




help is saving France for a better day. 

Tableau 4. A soldier dressed in a warm 
robe, sitting in a chair over the back of 
which a Red Cross nurse is bending. She 
guides the fingers of the soldier as he 
weaves a basket. The soldier is blind. 
Reader: I am a soldier of France blinded 
in the battle of Verdun. The wonderful 
Red Cross women are teaching me to see 
with my fingers, and to work. With their 
help, I shall still be of some use to France 
and to my family. 

Tableau 5. A sweet faced American 
woman busily knitting. At her knee stands 
an American boy reading from a large 
book. Reader: I am an American boy in 
the publie school. My father died when I 
was little and my two big brothers who 
supported me have gone to war. But the 
Red Cross home service will see ns through 
and I shall stay in school. 

Tableau 6. Two French soldiers seated 
at a table on which a fine hot lunch is 
spread. A Red Cross canteen worker 
smilingly helps them. Reader: We are 
French soldiers detached from the company 
and on short leave. Covered with mud 
and weary after fighting, we should have 
had no heart to “carry on” had not the Red 
Cross given us new life and courage. Good 
food, war beds, a chance to rest, to wash 



'Junior First Aid Tableau 


off the dirt, and to take a new grip on life 
— that is what the Red Cross canteens scat- 
tered through France are giving your weary 
fighters. 

Tableau 7. The Greatest Mother in the 
World. A mother, or a teacher, dressed in 
white wearing the Red Cross veil, is seated 
in a large chair. On the wall behind her is 
a sheet on whieh is pinned a huge red 
cross. The pose is quite like that in the 
poster which so many have seen except that 
in the hands of the Greatest Mother in the 
World is a large book or scroll. Reader: 
Through me the miracles of the war are 
wrought. Though I have accomplished 
much there is still more to do. You have 
seen and heard how my work goes round the 
world. The mothers and fathers of Amer- 
ica make my work possible. Come, for the 
sake of all the bright children in the world, 
my children and yours, join the Red Cross 
for another year and help the Greatest 
Mother in the World to care for our boys 
who have won the great war of the world, 
the war for Democracy. 

The children of the school, who have been 
instructed beforehand, may then lead their 
parents up to the stage where the Greatest 
Mother takes their subscriptions for the 
new year. 


INTERNATIONAL LAW AND THE 
HAGUEICONFERENCES 

Aim: To show a proposed peaceful 
means of settlement for international dis- 
putes; approximate time 30 to 45 minutes 
for each lesson. 

Lesson I. 

International Law 

1. Community law. a. Reciprocal rights 
of protection by the community and obedi- 
ence to the law by the individual. 

2. Relations of nations to each other, 
o. Idea of right to maintain existence and 
increase power by contests of strength 
(wars), b. Gradual growth of idea of a 
community of nations. 

3. International law. a. What it is: 
Illustrate by keeping of treaty obligations, 
by punishment of piracy, etc. b. Growth of 
its rules : 1. By custom. 2. By agreement 
among nations, c. Attempts to strengthen 
it. 1. Conferences of nations: Geneva 
(1864) ; The Hague (1899 and 1907). d. 
Germany’s opposition. 

Lesson II. 

The Hague Conferences 

Preparation: Recall Germany’s opposi- 
tion to the extension of international law. 

Presentation: 1. Growth of sentiment for 
peace, a. Public opinion; peace societies, 
meetings; distribution of pamphlets. 

2. The First Hague Conference. a. 

Call by the Czar. b. Meeting at the Hague, 
May 18, 1899. 1. Delegates, (from what 

principal countries?) 2. Questions consid- 
ered: disarmament; arbitration; Hague 
Peace Tribunal. 3. Opposition of Ger- 
many and Austria. 

3. The Second Hague Conference, June 
15, 1907. a. Called at the instance of 
Russia and the United States, b. Meeting. 

1. Delegates. 2. Questions considered: 
disarmament and mpulsory arbitration; 
rules for the actual conduct of warfare. 

4. Results of the Conferences, a. Neg- 
ative results. Failure of attempts to limit 
armament and to render arbitration com- 
pulsory due to opposition of Germany and 
Austria, b. Positive results. 1. Arbitra- 
tion in principle accepted by civilized world. 

2. International law formulated. 3. Tribu- 
nal established at the Hague. 



FAIR PLAY WITH GREAT BRITAIN 

Can we not, in view of all that has passed 
in the last four years, teach our American 
history with a little more fairness to the 
great country to whieh we go for the his- 
tory of most of our institutions, for our 
law, and above all for that love of liberty 
and popular rights that was first expressed 
in the Magna Charta ? 

We do not suggest a maudlin affection for 
Great Britain, but we do ask that you at 
least be fair in telling the story. 

It isn’t fair to tell how the British gov- 
ernment passed hard laws interfering with 
colonial industries, unless we tell that other 
industries were encouraged with bounties, 


and that the British laws were far less 
oppressive than the colonial laws in any 
other country. 

It isn’t fair to tell of the Stamp Act and 
of the other pre-Revolutionary acts unless 
we tell of the many great Englishmen who 
spoke and fought in Parliament and else- 
where to keep those acts off the statute 
books. 

It isn’t fair to talk about free trade and 
sailors’ rights unless we talk about the even 
greater interference with our trade and our 
rights by Napoleon, and unless we point 
out that Great Britain was in a life and 
death struggle with the military govern- 
ment of Napoleon, which was much like the 
military autocracy of the Kaiser. 

It isn’t fair to tell of the British govern- 
ment’s sympathy for the South in the Civil 
W T ar without telling of the sympathy of the 
English people for the North. 

It isn’t fair to tell the pupils about Great 
Britain’s truculence and land-grabbing 
Without telling of the three thousand miles 
of our northern boundary without a warship 
on the waters or a gun on the land, or of 
the many cases in which our disputes with 
Great Britain have been peacefully settled 
by arbitration. 

It isn’t fair. to talk about what we did in 
the war without telling of the wonderful 
vigilance of the great fleet which never, 
for a minute, during three long years, gave 
the German fleet a chance to attack the 
commerce of the rest of the world, or to 
levy tribute on our rich sea-coast cities, 
which would surely have been attempted if 
opportunity had served. 

CONTINUE FOOD SAVING 

Teachers now have the work of convinc- 
ing the pupils that, although the war is 
over, the need for saving food still exists. 
There are two food maps in this number 
of National School Service. One is a 
map showing where the food must come 
from that Europe needs to make up her 
shortage. The other is a starvation map 
showing those parts of the Aorld which, 
if not given assistance, will actually 
starve or be on the verge of starvation, 
before the next harvest. We see that there 
are millions of neutrals or of those who 
were fighting Germany, that need imme- 
diate relief in the way of food. These are 
nations that it has, up to the cessation of 
fighting, been impossible properly to pro- 
vision. There are also the refugees and 
others in the recently occupied districts of 
northern France and Belgium, who, while 
under German rule, were insufiiciently fed 
even with the assistance sent by America 
through Holland. 

Central Peoples Must Be Fed 

Finally, we must feed the starving people 
of the countries with whom we have re- 
cently been at war. No matter how we 
think or feel about it, we . must do it. We 
cannot put ourselves in the same class as 
the military autocracy of Germany which 


December 1, 1918 


NATIONAL SCHOOL SERVICE 


15 


would deliberately use starvation of civil- 
ians as a means of gaining its end. So we 
must help them. 

In the first place we must save fats and 
meats. During the war the numbers of cat- 
tle in Europe have been much reduced for 
several reasons. The general deficiency in 
tjie food supply has increased the consump- 
tion of animal foods jnueh faster than they 
are being replaced. Second, much of the 
food which normally would be used in feed- 
ing catTle was eaten by human beings. If 
people ate the corn and the bran, there was 
was not enough left for the cattle. 

But it is not merely the meat supply of 
which we must think. There are two other 
important uses of cattle that have been se- 
riously affected by the reduction in num- 
bers. First, there is the milk, butter, and 
cheese supply. These products are extreme- 
ly important factors in the diet, especially 
of children. If the children of Europe are 
to be saved and brought back to sound 
health, we must help these starved countries 
to increase their supply of dairy products. 
This can only be done by increasing the 
numbers of cattle, and this will come most 
rapidly, by not slaughtering for meat any 
of the yearly increase. 

Eat Less Meat and Fats 

The people of the United States must be 
willing to eat less meats and animal fat so 
that the people of Europe may have meat 
without for a time having to kill off any 
of their cattle. 

In Europe almost all of the work of the 
farms is done by cattle used as draft ani- 
mals. They do not use the farm tractor to 
the extent that we do, so the reduction in 
the number of draft animals available for 
farm work will interfere seriously with the 
rapid reconstruction of the economic and 
fcod growing situation. 

Vegetable fats of various kinds, such as 
cotton seed oil, corn oil, and cocoanut oil 
form valuable substitutes for some of the 
animal fats. 

Teach Saving in the Cooking Class 

The problem of food saving will nat- 
urally fall heaviest on the shoulders of the 
teachers of Domestic Science, though there 
are many valuable suggestions for the 
teacher of civics or of economic geography. 

An important thing is to be snre that the 
message gets to the home. This means not 
merely the teaching of the lesson in class, 
but the preparation of receipts that are 
of practical use. 

By taking up the work along lines simi- 
lar to those suggested above, and supple- 
menting the story by a practical applica- 
tion in the cooking class, the children will 
understand more clearly why we must save, 
and we believe, will be more willing to do 
the things that will help save Europe and 
the world from starvation. 


FOOD QUESTIONS ANSWERED 

What different things does food do for 
the body? 

What special kinds of food are needed 
for these different purposes? 

How much food does your body need 
each day? 

Does everybody need the same amount? 


Do you need any special kind of food 
more than another? 

Has everyone the sapm need for each 
kind of food? 

Doesn’t everyone need to know these 
things? You can find every one of these 
questions answered in the books prepared 
by the United States Food Administration. 
All of these books are usable as reference 
material in rural schools. 


A PRESSING FOOD PROBLEM 



A. Pre-war Shipments 5,533,000 tons. 



B. Year Ending July 1, 1918, 11,820,000 tons 


The length of ship B compared with that 
of ship A shows the ratio of increase in 
our wartime food exports to our pre-war 
exports of the same foodstuffs averaged 
for three years. 

Before the next harvest we must ship to 
hungry nations twenty million tons of food 
of all kinds. 

Draw a third ship, the increased length 
of which, compared with that of the other 
two, will show how the twenty million tons 
which we must send compare with what we 
have sent. 

$ 

RACES IN THE BALKANS 

Ask who knows the Bible story which 
explains why there are so many languages. 
The Balkan peninsula somewhat a Babel 
of races and languages. 

Two great groups of people found in the 
Balkans: one, invaders from Asia; the 
other of European origin. 

Recall the invasion of Europe by the 
Turks. Pupils using maps trace the course 
of the invaders to Vienna through the Bal- 
kan states. Where did the Turks come 
from? Under which group shall we place 
the Turks? Another race of Asiatic origin, 
the Bulgars. Use the map to locate the 
Bulgars. 

Recall the time when Rome was “Mistress 
of the World”; Roman garrisons and col- 
onies covered much of Europe. Have the 
pupils find Albania and Roumania. 

The people in Serbia and Montenegro are 
related by race to the people of Russia. 
These people belong to the Slavic race and 
are called Slavs. 

As the races are mentioned, place each 
under its proper group. 

In the blackboard outline insert the lan- 
guage after the race and country. Turks 
talk an Asiatic speeeh, Turkish, but the 
Bulgars talk Slavic. The Slavs in Serbia 
and Montenegro talk Slavic, while the peo- 
ple of Roumania speak a corrupted Latin. 
The Greeks talk a modified form of the 
ancient language. 

Along the boundary lines the inhabitants 
of Roumania have spread into Bulgaria. 
The Bulgars have spread into Serbia, Rou- 
mania, and Macedonia. 


IN FLANDERS FIELDS 


A Lesson in Appreciation 

Some days in advance of the teaching 
of the poem make sure that the pupils are 
familiar with the location of Flanders (the 
part of Belgium lying near the North Sea) ; 
the term, Flemish: love of the Flemish 
people for their land; comparatively little 
emigration from it ; inhabitants happy, 
contented, industrious; violation of Bel- 
gium’s neutrality — master tragedy of the 
war; location of Ypres. 

Have poppies drawn upon board in ad- 
vance of the lesson. Introduce the lesson 
by a brief account of the heroism of the 
Canadians in the second battle of Ypres. 
Call attention to the fact that Lieut. Col. 
John McCrea, who hhd been a distinguished 
physician in Canada before the war, 
while serving in this battle had an in- 
spiration to write a message in the form 
of a poem, called “In Flanders Fields.” 

“In Flanders Fields” is written so that 
it can be easily sung. The message that 
it contains is sung from the graves of the 
heroic dead in Flanders, with the hope 
that the Allies may continue the struggle. - 

Tell the story of the “Torch Race” of the 
ancient Athenians. 

Give out eopies of “In Flanders Fields.” 

Give time for thought. Have pupils read 
silently, while the teacher reads aloud, 
stanza by stanza. 

Discuss the first stanza — (5 lines). 

Picture visualized — full of life and color. 

1. Poppies — symbol of silent sleep or 
death — blood red — blowing to music of 
the wind, 

2. Crosses between rows of crimson 
flowers, telling of places where lie brave 
soldiers who gave up their lives in the sec- 
ond battle of Ypres. 

3. Larks— sweet singers — flying far 
above the fields — still singing— reminder!? 
of happier days — their sweet notes not 
drowned by the noise of guns below. 

Discuss the second stanza — (4 lines). 

1. Heroes of a short time ago now lie 
buried in Flanders Fields covered with im- 
mortal glory. 

2. Memories of a few days ago. Sol- 
diers enjoyed life and were happy. 

Discuss the third stanza — (5 lines). 

1. Splendid outburst of patriotism. A 
silent army cries out from the tomb to 
the Allies to keep up the fight. 

2. The application of the “Torch Race” 
— carrying on the ideals — picture the 
“sacred fire” representing the love of lib- 
erty now being thrown from the hands of 
the dying heroes, to us who live, in order 
that we may defend the cause for which 
those men died. 

3. If we break faith and stop short 
of the goal for which those sleeping heroes 
gave up their lives, they shall not rest in 
peace, e’en though the poppies, < ( the sleep 
flowers,” blow in Flanders Fields. 

The musical quality of the stanzas has 
appealed to composers and the poem has 
been set to music. 

Have children again read the poem 
silently and then the teacher should read 
it aloud to the class. If the school has a 
phonograph, the record containing the 
poem in its musical setting may well be 
played as a close to the lesson. 


16 


NATIONAL SCHOOL SERVICE 


December 1, 1918 


PRESIDENT WILSON’S PEACE PROGRAM 


THE FOURTEEN POINTS OF JANUARY 8, 1918 

The program of the world’s peace is our program; and 
that program, the only possible program, as we see it, is 
this: 

1. Open covenants of peace, openly arrived at; after 
which there shall be no private international understand- 
ings of any kind, but diplomacy shall proceed always 
frankly and in the public view. 

2. Absolute freedom of navigation upon the seas, outside 
territorial waters, alike in peace and in war, except as the 
seas may be closed in whole or in part by international 
action for the enforcement of international covenants. 

3. The removal, so far as possible, of all economic bar- 
riers and the establishment of an equality of trade condi- 
tions among all the nations consenting to the peace and 
associating themselves for its maintenance. 

4. Adequate guarantees given and taken that national 
armaments will be reduced to the lowest point consistent 
with domestic safety. 

5. A free, open-minded, and absolutely impartial adjust- 
ment of all colonial claims, based upon a strict observance 
of the principle that in determining all such questions of 
sovereignty the interests of the populations concerned must 
have equal weight with the equitable claims of the Govern- 
ment whose title is to be determined. 

6. The evacuation of all Russian territory, and such a 
settlement of all questions affecting Russia as will secure 
the best and freest cooperation of the other nations of the 
world in obtaining for her an unhampered and unembar- 
rassed opportunity for the independent determination of 
her own political development, and national policy, and as- 
sure her of a sincere welcome into the society of free na- 
tions under institutions of her own choosing; and, more 
than a welcome, assistance also of every kind that she may 
need and may herself desire. The treatment accorded 
Russia by her sister nations in the months to come will be 
the acid test of their good will, of their comprehension of 
her needs as distinguished from their own interests, and of 
their intelligent and unselfish sympathy. 

7. Belgium, the whole world will agree, must be evacu- 
ated and restored without any attempt to limit the sov- 
ereignty which she enjoys in common with all other free 
nations. No other single act will serve as this will serve to 
restore confidence among the nations in the laws which 
they have themselves set and determined for the govern- 
ment of their relations with one another. Without this 
healing act the whole structure and validity of interna- 
tional law is forever impaired. 

8. All French territory should be freed and the invaded 
portions restored; and the wrong done to France by 
Prussia in 1871 in the matter of Alsace-Lorraine, which has 
unsettled the peace of the world for nearly fifty years, 
should be righted, in order that peace may once more be 
made secure in th« interest of all. 

9. A readjustment of the frontiers of Italy should be 
effected along clearly recognizable lines of nationality. 

10. The peoples of Austria-Hungary, whose place among 
the nations we wish to see safeguarded and assured, should 
be accorded the freest opportunity of autonomous develop- 
ment. 

11. Roumania, Serbia, and Montenegro should be evacu- 
ated; occupied territories restored; Serbia accorded free 
and secure access to the sea; and the relations of the sev- 
eral Balkan States to one another determined by friendly 
counsel along historically established lines of allegiance 
and nationality; and international guarantees of the polit- 
ical and economic independence and territorial integrity of 
the several Balkan States should be entered into. 

12. The Turkish portions of the present Ottoman Empire 
should be assured a secure sovereignty, but the other na- 
tionalities which are now under Turkish rule should be 
assured an undoubted security of life and an absolutely 
unmolested opportunity of autonomous development, and 
the Dardanelles should be permanently opened as a free 
passage to the ships and commerce of all nations under 
international guarantees. 

13. An independent Polish State should be erected which 
should include the territories inhabited by indisputably 
Polish populations, which should be assured a free and 
secure access to the sea, and whose political and economic 
independence and territorial integrity should be guaran- 
teed by international covenant. 

14. A general association of nations must be formed, 
under specific covenants, for the purpose of affording mu- 
tual guarantees of political independence and territorial 
integrity to great and small States alike. 

In regard to these essential rectifications of wrong and 
assertions of right we feel ourselves to be intimate partners 
of all the Governments and peoples associated together 
against the imperialists. We cannot be separated in inter- 
est or divided in purpose. We stand together until the end. 


THE FOUR POINTS OF JULY 4, 1918 

There can be but one issue. The settlement must be final. 
There can be no compromise. No halfway decision would be 
tolerable. No halfway decision is conceivable. These are 
the ends for which the associated peoples of the world are 
fighting and which must be conceded them before there can 
be peace: 

1. The destruction of every arbitrary power anywhere 
that can separately, secretly, and of its single choice disturb 
the peace of the world; or, if it cannot be presently de- 
stroyed, at the least its reduction to virtual impotence. 

2. The settlement of every question, whether of territory, 
of sovereignty, of economic arrangement, or of political 
relationship, upon the basis of the free acceptance of that 
settlement by the people immediately concerned, and not 
upon the basis of the material interest or advantage of any 
other nation or people which may desire a different settle- 
ment for the sake of its own exterior influence or mastery. 

3. The consent of all nations to be governed in their con- 
duct toward each other by the same principles of honor and 
of respect for the common law of civilized society that gov- 
ern the individual citizens of all modern states in their 
relations with one another ; to the end that all promises and 
covenants may be sacredly observed, no private plots or 
conspiracies hatched, no selfish injuries wrought with im- 
punity, and a mutual trust established upon the handsome 
foundation of a mutual respect for right. 

4. The establishment of an organization of peace which 
shall make it certain that the combined power of free na- 
tions will check every invasion of right and serve to make 
peace and justice the more secure by affording a definite 
tribunal of opinion to which all must submit and by which 
every international readjustment that cannot be amicably 
agreed upon by the peoples directly concerned shall be 
sanctioned. 

These great objects can be put into a single sentence. 
What we seek is the reign of law, based upon the consent of 
the governed and sustained by the organized opinion of 
mankind. 

THE FIVE POINTS OF SEPTEMBER 27, 1918 

As I see it, the constitution of that League of Nations and 
the clear definition of its objects must be a part, is in a sense 
the most essential part, of the peace settlement itself. It 
cannot be formed now. If formed now, it would be merely 
a new alliance confined to the nations associated against a 
common enemy. It is not likely that it could be foi-med after 
the settlement. It is necessary to guarantee the peace; and 
the peace cannot be guaranteed as an afterthought. The 
reason, to speak in plain terms again, why it must be guar- 
anteed is that there will be parties to the peace whose prom- 
ises have proved untrustworthy, and means must be found 
in connection with the peace settlement itself to remove 
that source of insecurity. It would be folly to leave the 
guarantee to the subsequent voluntary action of the Gov- 
ernments we have seen destroy Russia and deceive Rou- 
mania. 

But these general terms do not disclose the whole matter. 
Some ideals are needed to make them sound less like a 
thesis and more like a practical program. These, then, are 
some of the particulars, and I state them with the greater 
confidence because I can state them authoritatively as 
representing the Government’s interpretation of its own 
duty with regard to peace: 

First, the impartial justice meted out must involve no 
discrimination between those to whom we wish to be just 
and those to whom we do not wish to be just. It must be a 
justice that plays no favorites and knows no standard but 
the equal rights of the several concerned; 

Second, no special or separate- interest of any single na- 
tion or any group of nations can be made the basis of any 
part of the settlement which is not consistent with the 
common interest of all ; 

Third, there can be no leagues or alliances of special 
covenants and understandings within the general and com- 
mon family of the League of Nations; 

Fourth, and more specifically, there can be no special, 
selfish economic combinations within the League and no 
employment of any form of economic boycott or exclusion 
except as the power of economic penalty by exclusion from 
the markets of the world may be vested in the League of 
Nations itself as a means of discipline and control; 

Fifth, all international agreements and treaties of every 
kind must be made known in their entirety to the rest of 
the world. 

Special alliances and economic rivalries and hostilities 
have been the prolific source in the modern world of the 
plans and passions that produce war. It would be an in- 
sincere as well as an insecure peace that did not exclude 
them in definite and binding terms. 









\ 


M, S, ■* f *oIm t » f | *v* i f, (» ;rv» «r * e/Uve » i Hf » *xTtvif ‘ s «. 

NAT I O NAL 

School Service 


Volume I 


PUBLISHED BY THE COMMITTEE ON PUBLIC INFORMATION 


WASHINGTON, D.C., DECEMBER 15, 1918 


Number 8 


WHY A FRENCHMAN 
LOVES AMERICA 


School Children of America Told by Great- 
est Living French Educator Why 
He Loves Their Country 

“Why I love America” is the burden of 
. this stirring message to the school children 
of the United States from the greatest liv- 
ing French educator, Ernest Lavisse, 
best known of the French students of 
modern history, director of the Higher 
Normal School in Paris, and member of 
the French Academy : 

“When I was your age, long, long ago, for 
I am an old man now, I learned to love the 
United States of America. I will tell you 
children just how it 
all happened. 

“In one of the 
houses in the village 
where I w T as born, 
two engravings 
hung in the parlor. 

One of these showed 
a gathering of men 
seated about a ta- 
ble, the other a 
great assembly of 
people standing, 
and in their midst 
was a man on a 
chair with his right 
hand raised high in 
the air. 

“Underneath the 
first picture was the 
inscription, The 
Declaration of the 
Independence of the 
United States at 
Philadelphia ; un- 
derneath the other, 

The Oath of the 
Tennis Court. (This 
oath, which bears much the same relation 
to the French Revolution that the Declara- 
tion of Independence does to the American 
Revolution, was taken at yersailles. near 
Paris, on Juue 20, 1789.) 

“I had often read these words; I had no 
idea of the meaning of Independence, nor 
of United States, nor of Philadelphia, nor 
of the Oath of the Tennis Court. I gave no 
thought to them. The only thought that 
came to me as I looked at these pictures 
was that the men who were seated appeared 
to be very quiet, and the men w'ho tvere 
standing appeared to be greatly excited; 
they seemed to be shouting. I noticed 
furthermore that in both cases they were 
not dressed as we dress nowadays. That 
was all that especially impressed me. 


“One day, someone gave me the explana- 
tion of the two engravings. This was my 
great-great-uncle, who was over eighty 
years of age. He was a man of great in- 
telligence who had seen much and who 
knew many things. He took an interest in 
mo because I was a good little boy and 
liked to learn. 

Declaration of Independence 

“He began with the picture of the men 
seated about the table. He told me where 
Philadelphia was. He explained to me how 
the United States had begun as colonies, 
settled, most of them, by Englishmen who 
had left England because they were not 
very happy there. These colonists remained 
subject to England, but they were deter- 


mined to preserve the liberties that the 
English themselves enjoyed in the home 
country. For instance, they were quite 
willing to pay taxes, but only on condition 
that their consent should be asked. Eng- 
land took a different stand in the matter. 
A lot of discussion followed, and finally 
there was an open quarrel. The colonies 
sent representatives to Philadelphia, who 
drew up the Declaration of Independence. 
My uncle quoted several sentences from it, 
which he knew by heart. I did not under- 
stand them very clearly, but they struck 
me as beautiful. I was convinced that 
these men, who looked so solemn and so 
wise as they sat there, had acted rightly in 
doing as they did. 

(Continued on page 2) 


GERMANY IN REVOLUTION 


The Struggles of the Socialist Factions 
Following the Downfall of 
the Kaiser 

Two days after the revolution broke out 
in Berlin, on November 9, it was stated 
that fourteen of the German states, includ- 
ing all the four kingdoms — Prussia, Bava- 
ria, Saxony, and Wiirttemberg — were se- 
curely in the hands of revolutionists. Since 
that time it is probable that every other 
ruler among the German states has been 
forced to bow to the revolution. In only 
one instance, that of the insignificant prince 
of Waldeck, was it necessary for the revo- 
lutionists to depose a ruler because he re- 
fused to abdicate. 
The overthrow of 
the old regime, 
therefore, seems to 
be complete. It is 
very generally ac- 
cepted by the en- 
tire German nation, 
including the for- 
mer emperor, who, 
on November 28, 
formally renounced 
his rights to the 
Prussian and impe- 
rial crowns. 

The Council 

The central gov- 
ernment of Ger- 
many is now in the 
hands of a Council 
of People’s Commis- 
sioners, including 
Chancellor Ebert 
and four other so- 
cialist leaders. Half 
of the commission- 
ers belong to the 
“majority socialists,” who in general sup- 
ported the former government in its war 
measures. The other half are “independent 
socialists,” who distinguished themselves by 
their opposition to the prosecution of the 
war. W. S. Solf, former Secretary of the 
Colonies, has been allowed to remain in 
charge of the Foreign Office, and Matthias 
Erzberger, who headed the German armis- 
tice delegation,, will probably head the Ger- 
man representation at the peace conference. 
February 16, 1919, has been announced as 
the day, for electing members of a national 
assembly to frame a permanent government. 

The Spartacus Group 
* A branch of the independent socialists 

(Continued on pugc 3) 



The Oath of the Tennis Court, From a Painting by David 


2 


NATIONAL SCHOOL SERVICE 




\*L 




^December 15, 1918 


pendence and during the French Revolu- 


WHY A FRENCHMAN LOVES 
AMERICA 
(Continued from page 1) 

Oath of the Tennis Court 

“The explanation of the picture of the 
men who were standing was easier for me to 
grasp, because I knew something of the 
history of France. My uncle reminded me 
how, for centuries, France had been gov- 
erned by powerful kings, who abused their 
power. In the eighteenth century all France 
rose up against this abuse. The king, Louis 
XVI, was obliged to call an assembly of 
representatives of the nation at Versailles, 
where he resided. But as soon as the repre- 
sentatives were actually assembled, he had 
but one idea, and that was to get rid of 
them. One day he ordered the hall in which 
they were wont to meet to be closed ; there- 
upon they went to a hall in the tennis court 
aud swore they would give France a con- 
stitution that should guarantee the rights 
of the citizens. 

“My uncle had been a teacher for several 
years at the College of Sainte Barbe in 
Paris. He knew how to talk to children. I 
Temember now that I thought it out all 
alone, in my little head, and I was just 
twelve then, that the two pictures went 
together because in Versailles, as in Phila- 
delphia, the men declared they wished to be 
free. Without having a very clear idea of 
what was meant by liberty, I felt instinc- 
tively that it was a fine and noble thing. 

“This was not the last talk I had with my 
uncle. He lived quite near the poor, dear 
home of my father. I call it a poor, dear 
home, because the Germans sprinkled it 
first with oil and then burned it down on the 
27th of August, 1914. I used to reach my 
uncle’s house about one o’clock in the after- 
noon. At that hour he took his coffee, and 
he used to give me what we call in France a 
‘canard’ ; this means a piece of sugar dipped 
in the coffee. I was very fond of canards, 
and I like them to this day. 

America’s Heroes Praised 

“He told me that, a few years after the 
Declaration of Independence, the United 
States made an alliance with France. He 
talked of the enthusiasm of the French over 


the idea that they were about to help a 
people win their liberty. He almost had 
tears in his eyes when he spoke of Lafay- 
ette. He also praised your heroes. He said 
one day that the greatest man in history 
was Washington, which astonished me, for 
I thought it was Napoleon. And he was 
never tired of talking of Benjamin Frank- 
lin. I learned from him that Franklin had 
invented the lightning-rod. I had never 
heard of a lightning-rod before; there was 
none in our village. Lightning was one of 
the things I was most afraid of. I had 
seen it strike a house near ours and I was 
so frightened that I screamed. So I ad- 
mired this American who had found out a 
way to prevent lightning from doing any 
harm. Then my good uncle quoted a num- 
ber of Franklin’s sayings. He admired 
them greatly. He narrated the great Amer- 
ican’s journey to Paris, and told me of the 
splendid welcome lie received there and how 
everybody was eager to see and hear him. 
When Franklin died, in 1790, the Repre- 
sentatives of the United States ordered pub- 
lic mourning, and the Representatives of 
France likewise issued a decree that France 
should put on mourning in honor of Ben- 
jamin Franklin. 

Admires American Progress 

“So now, my young friends in the schools 
of America, you know how I learned, when 
I was your age, to love your country. It 
seemed to me that the United States and 
France were two sister nations, generous 
at heart, devoted to liberty and justice, and 
that they sought the welfare of humanity. 
Never have these impressions of childhood 
been effaced from my mind. Since those 
days I have followed the history of the 
United States with the deepest interest. I 
have admired the stupendous progress your 
country made as it grew into a great and 
mighty nation. Very often I have thought 
over the lessons that my great -great-uncle 
gave me, along with the lumps of sugar 
dipped in coffee. 

“And now, onco more, we Americans and 
French are fighting side by side. Your 
star-spangled banner and our tricolor, that 
came into being almost at the same mo- 
ment, during the war for American Inde- 


tion, are floating together in the great con- 
flict. 

President Wilson’s Leadership 

“Your President, Mr. Wilson, the most 
eminent man living today, has stated to the 
world, and the world has heeded his voice, 
the noble reasons that led the United States 
into the war; but we know that to these 
reasons, in the President’s heart, as in the 
hearts of the American nation, must be 
added the love and gratitude the United 
States feels for France. We are deeply 
moved, more deeply than I can say, by so 
many evidences of American generosity and 
charity, so prompt, so lavish, so inventive. 
We shall not forget the kindly things that 
have been said to us, nor the magnificent 
gifts that have been made to us. 

American Soldiers in France 

“And now, June, 1918, the soldiers of 
America have been arriving, are arriving, 
and will continue to arrive, by thousands 
and thousands. They have already fought 
gloriously, they will fight still more glori- 
ously, until the day when the world shall 
behold the triumph of justice, liberty, de- 
mocracy, and humanity, which Washington, 
Franklin, Lafayette, and so many others 
in their day loved, among them my old uncle. 

Cellar Schools to Protect Children 

“My dear children, as I end this letter, I 
wish to say a word to you about your com- 
rades in the French schools. Here we have 
school in the cellar. In Paris, the children 
are taught to go down to the cellar quickly 
and in good order, so that whenever a shell 
falls on the city they will know how to seek 
refuge underground. At night, when at 
home, they have often been awakened by 
the signal which announces the coming of 
the enemy’s aeroplanes. This signal is given 
by gigantic sirens placed on top of our 
public buildings. They give out an awful 
sound that seems to rend the air. Many 
children have been killed by German shells, 
in and out of Paris. Every day, lately, 
thousands of little Parisians have been car- 
ried safely out into the country under the 
care of the city authorities and through the 
generosity of many persons, the most gen- 
erous of whom have been Americans. The 
boys and girls of our schools endure their 
sufferings bravely and they jove their coun- 
try with all their heart. 

Fighting for a Peace of Justice 

“Children of France, children of Amer- 
ica, turn your eyes toward the furious battle 
that is being waged on the devastated fields 
of France. Your brothers, your fathers, 
are fighting side by side. And it is for you 
they are fighting; they are dying so that 
you may live happy, free, and proud in the 
peace that is to be founded upon right, the 
peace that will protect mankind from the 
mad, criminal ambition of the predatory 
empires. Down with such empires! Long 
life to our two democratic republics, which 
are the hope and the example of generations 
to come!” 

This message is a translation of the in- 
troduction to the French war reader pre- 
pared by the National Board for Historical 
Service, and soon to be published by Charles 
Scribner’s Sons for the benefit of the 
French war orphans’ fund. 



3 


December 15, 1918 NATIONAL SCHOOL SERVICE 



: K6m£sber£; 


Danzig , 


MECKLENBURG 


Hamiui-j 


;emen' 


f. '//// r, 

: berun- 


fm 


lover^ 


DUCHIES 

Brunswick 
Saxe-Meinmgen 
■1 Saxe-Altenburg 

Saxe-Coburg-Gotha 

PRINCIPALITIES 
njjjfflOTj Schwarzburg- 
affiKfli! Sondershausen 

irrm Schwarzburg- 
seebS Rudolstadt 

ifflWaldeck 

Reuss. Elder Line 
Reuss. Younger Line 
Schaumburg- Li ppe 

IMPERIAL LAND 
[=□ Alsace-Lorraine 

FREE TOWNS 

~~[ Bremen 

1 | LUbeck 


Dresdnnj 




j&kfort' 


THE STATES OF THE 

GERMAN EMPIRE 

KINGD OMS 

t r ~ | Saxony 
llllllll) Wurttemberg 
GRAND DUCHIES 

'ill'll Mecklenburg-Strelitz 
Hesse Saxe-Weimar 

Mecklenburg-Schwerin §SSS Oldenburg 


furembcrg' 


Prussia 

Bavaria 


Stuttgart 

ua 


’Munich 


STATUTE MILES 


DRAWN IN MAP DEPT. , NATIONAL GEOGRAPHIC SOCIETY. WASHINGTON. D. C. 


The founding of the German Empiro'was practically the -work 
of Prince Bismarck, who became chief minister of Prussia in 
1862. His reliance, in his own phrase, was upon “blood and 
iron” and not upon “speeches and resolutions iu parliament.” 
By skillful diplomacy Bismarck precipitated war with Austria 
in 1866, in which Austria was joined by Bavaria, Wiirttemberg, 
Baden, Hanover, Hesse-Cassel, and other German states. 
Austria was defeated and was forced to give Prussia a free 
hand in reorganizing Germany. Schleswig-Holsteiu, Hanover, 
Hesse-Cassel, Nassau, and the free city of Frankfort were an- 
nexed to Prussia. This was not merely without a popular 
vote of the peoples of these territories, but against their ex- 
pressed desire. A North German Confederation was then 
formed, under Prussian leadership, of all the German states 
north of the river Main. 

To complete German unity Bismarck held that a war with 
France was necessary. By adroit maneuvering, which included 
the falsification of a dispatch, Bismarck tricked France into 
declaring war in July, 1870. In this conflict the whole of 
Germany sided with the North German Confederation, and as a 
result of the sweeping victories obtained, the Confederation was, 
on January 18, 1871, transformed into the German Empire. 


At the outbreak of the present war, the Empire had an area 
of 208,825 square miles and a population of over 67,810,000. 
About three-fifths of this area and population belonged to the 
Kingdom of Prussia. The remaining two-fifths was divided 
into 24 states and one imperial territory (Alsace-Lorraine), as 
indicated on the above map. The separate states had a measure 
of local self-government, but the Empire as a whole was con- 
trolled largely by Prussia. This was due, not only to the size 
of Prussia, but because tlie constitution of the empire was 
framed to that end. The King of Prussia was ex officio em- 
peror, and as such was commander-in-chief of the army and 
navy, had charge of foreign affairs, declared war, made treaties, 
Aflud appointed all the higher officials. In the lower house of 
parliament, or Iteichstag, Prussia had 236 votes out of a total 
of 397. Iu the upper house, Bundesrat, Prussia had 17 votes 
out of a total of 61. These are merely samples of arrangements 
by which the whole government of the empire was practically 
controlled by the militarist state of Prussia. 

Aside from the great disparity in size between the different 
states, their diversity in rank, their irregular character, and 
their possession iu many cases of outlying parts are features 
to be noted in the above map. 


GERMANY IN REVOLUTION 

(Continued from page 1) 

known as the “Spartaeus Group” bitterly 
opposes the calling of a national assembly 
at this time. Their leader is Dr. Karl Lieb- 
knecht, who was imprisoned for many 
months by the imperial government on ac- 
count of his opposition to the war. While 
the revolution is still on foot, they wish 
to force radical economic changes, such 
as nationalization of the land, and state 
seizure of the banks and industries. The 


sympathies of this group are with the 
Bolshevik! of Russia, and like them they 
wish to establish — temporarily, at least — a 
dictatorship of the proletariat, or working 
class. Changes should be made immedi- 
ately, so as to be irrevocable. The Council 
of People’s Commissioners maintain that 
everything should be left to the permanent 
government established by the national as- 
sembly. 

Innumerable soldiers’ and workers’ coun- 
cils have sprung up throughout Germany. 
This has been especially true of the large 


industrial and commercial cities of northern 
Germany. In Berlin, there was even some 
question for a time whether the executive 
committee of the local soldiers’ and workers’ 
councils might not seize the authority of 
the Council of People’s Commissioners. At 
present there seems little likelihood that 
such a plan can succeed. A general con- 
gress of soldiers’ and workers’ councils was 
summoned for December 16, to discuss the 
calling of the national assembly. 

The former Progressive and National 
Liberal parties of Germany have united to 




4 


NATIONAL SCHOOL SERVICE 


December 15, 1918 


form a new democratic party, made up 
largely of the middle classes. This new 
party seeks to guide the revolution in a 
more moderate direction than that taken by 
the socialists. Its leaders are confident that 
they will receive cordial support at the 
polls, and therefore they have been urging 
the speedy holding of the national assem- 
bly. Many of the adherents of this new 
party live in the non-industrial and south- 
ern parts of Germany. 

Separatist Movements 

Separatist movements also have mani- 
fested themselves in Bavaria, Baden, Si- 
lesia, and the s Catholic Rhineland. Resent- 
ment at the dominant position of Prussia in 
the old empire, particularly on the part of 
Bavaria, is a strong factor in this South 
German separatist movement. In the prov- 
ince of Posen the Poles have seized the op- 
portunity to take over the government, and 
are planning to join their fellow country- 
men of Russia and Austria-Hungary, in the 
new republic of Poland which will be set up 
by the peace conference. On the other hand 
the Germans of Austria are knocking at 
the door of the new German republic, ask- 
ing for admission. 

Arrangements for Peace Conference 

The arrangements for the peace confer- 
ence in Paris have almost been completed. 
On November 18, President Wilson an- 
nounced his intention of going to Europe, 
and shortly thereafter it was stated that he 
would head the American delegation. The 
other members of the delegation are Secre- 
tary of State Lansing, Mr. Henry M. White, 
Mr. Edward M. House, and General Tasker 
H. Bliss. On December 4, the President, 
accompanied by a large number of special 
advisers, sailed for France on the former 
German steamship, the George Washington. 

— m — 

OUT THERE 

What did you see out there, my lad, 

That has set that look in your eyes? 

You went out a boy, you have come back 
avman, 

With strange new depths underneath your 
tan ; 

What was it you saw out there, my lad, 
That set such deeps in your eyes? 

Strange things — and sad — and wonderful— 

Things that I scarce can tell; 

I have been in the sweep of the Reaper’s 
Scythe — 

With God — and Christ — and hell. 

— London Bystander. 


PERSHING PRAISES SOLDIERS 

In his report to the Secretary of War, 
General Pershing pays a high tribute to the 
work among the soldiers done by the 
Y.M.C.A., the Salvation Army, the Knights 
of Columbus, the Jewish Welfare Board, 
and other organizations. He adds: “The 
fact that our soldiers, in a land of different 
customs and language, have borne them- 
selves in a manner in keeping with the 
cause for which they fought, is due not 
only to the efforts in their behalf, but much 
more to their high ideals, their discipline, 
and their innate self-respect.” 


A LEAGUE OF NATIONS 


The Outgrowth of Old Desires Joined to 
New Economic World Conditions— 

Its Formation a Necessity 

The ideal of European unity is an old 
one, but its development into the present 
proposals for a world-wide League of Na- 
tions is very recent. The older plans in 
part were the outgrowth of vague feelings 
of internationalism, of a religious or philo- 
sophical character. In part, also, they were 
based on imperial ambitions or desires of 
some great state to interfere in the in- 
ternal affairs of other nations, not for the 
good of the world order or of the peoples 
most concerned, but rather for the good of 
the interfering power. Both these motives 
operated in the so-called Holy Alliance, 
which between 1815 and 1830 sought to 
regulate world affairs in the interests of 
reaction and despotism, through the agency 
of a series of congresses of the great Euro- 
pean powers. 

The New Internationalism 

The recent movement toward a better 
international order has had a sounder basis, 
in the best interests of all peoples; and it 
has come forward logically in the twentieth 
century, side by side with the development 
of nationality. This new internationalism 
presupposes the continuance of national 
states, and arises out of their contacts and 
common interests. It is the more evidently 
needed as the number of nations, and espe- 
cially of struggling nations, increases. 
Strong nations can no longer exist in isola- 
tion, much less weak ones. 

The complete breaking down of national 
isolation, so that every nation is now part 


THE GREATEST NEED 
IS NOW 

Now is the crucial time v 
Now is the time when the facts 
about the war, its causes, its 
fiendish terrors, its treacher- 
ous outrages should be taught. 
“Lest we forget” should be on 
the walls of every schoolroom. 

To call that hate is a base lie. 
To forget all that Belgium and 
France have suffered, to for- 
get the Lusitania, the U-boat 
attacks on the New England 
fishermen and lumber schoon- 
ers, the gas murders, the Zep- 
pelin murders in London, the 
carrying of millions of people 
of Belgium and France to 
work in German munitions 
plants to make ammunition to 
slay their home friends, the 
ravishing of women of Bel- 
gium and France as a policy, is 
to be a party to those crimes. 

Every child in an American 
school must know the truth. 
Not to know the truth is not to 
know the glory of America’s 
entrance into this war. — A. E. 
W inship. 


of the whole world order, is due to new 
economic and social conditions, with which 
our political organization has not kept pace. 
The chief agencies in drawing nations to- 
gether are railroads, steamships, telegraph 
lines, and other means of communication, 
and those aspects of industry and commerce 
which make for interdependence. As a re- 
sult, the past sixty years have seen an 
increasing multiplication of agencies for 
international expression and action. These 
agencies have acted in the main intermit- 
tently and in separate fields, but the net 
result has been to create a marked tendency 
towards internationalism of thought and 
action in matters of common concern. 

Many International Congresses 

Since the holding of the first interna- 
tional sanitary conference in 1850, gather- 
ings or congresses have been held, with 
varying frequency, to deal with such mat- 
ters as statistics, sugar duties, fisheries, 
weights and measures, monetary standards, 
international posts and telegraphs, the navi- 
gation of rivers, submarine cables, private 
international law, the protection of copy- 
rights, suppression of the liquor traffic in 
Africa, the abolition of traffic in slaves, 
promotion of the interests of the working 
classes, the advancement of international 
arbitration, promotion of woman suffrage, 
and various topics of a purely scientific, 
literary, or historical interest. A list which 
makes no pretense to completeness shows 
116 such official international conferences, 
held under government sanction or initia- 
tive, between the years 1850 and 1907, 
while the list of unofficial congresses must 
be very much greater. It is said that in 
the year 1907 alone there were over 1&0 
such gatherings, official and unofficial. 

A number of these gatherings have re- 
sulted in permanently organized interna- 
tional bureaus, with administrative and 
quasi-legislative powers. Examples of these 
are the International Postal Union, organ- 
ized in 1874; the Union for the Protection 
of Industrial Property (patents, trade- 
marks), organized in 1883; and the Euro- 
pean Union of Railway Freight Transpor- 
tation, organized in 1890. 

The Concert of Europe 

At the same time there came to be an 
increased reliance for the preservation of 
peace between governments on the so-called 
“Concert of Europe” — that is to say, the 
attempt to settle international questions by 
means of concerted action of the five or six 
great powers, acting not so much through 
public treaties as through joint understand- 
ings embodied in diplomatic notes and other 
communications. At the close of the nine- 
teenth century, when it was clear that the 
Concert of Europe was giving way to two 
rival alliances, the Triple Alliance and the 
Triple Entente, the ideal of a definite fed- 
eration of Europe, such as had been ad- 
vanced earlier, again revived. Societies, of 
which the League to Enforce Peace, the 
American Association for International 
Conciliation, and the World Peace Founda- 
tion are examples, were formed and were 
active in the promotion of schemes for 
preventing war. The Czar’s proposal for 
disarmament in 1899, the resulting Hague 
Conferences of 1899 and 1907, and the 
establishment of the Hague Tribunal, are 


December 15, 1918 


NATIONAL SCHOOL SERVICE 


5 


all indications of the widespread interest 
in this subject. Nevertheless, at the out- 
break of the present war the idea of a 
League of Nations was regarded, probably 
by the great majority, as a visionary 
scheme. The war, however, has brought 
about a profound revolution in the thought 
of the world in respect to the whole ques- 
tion of war and the means of preventing 
it. Within four years, therefore, the project 
of a League of Nations has been brought 
within the realm of practical polities. 

League of Nations Insures Peace 

President Wilson has repeatedly urged 
the necessity of such a league as the only 
means of preventing the repetition of the 
present conflict. From the first he has made 
this idea the central feature of his interna- 
tional policy. Party leaders and responsi- 
ble statesmen in most European countries 
have also expressed themselves as being 
favorable to some kind of international 
organization for the preservation of peace. 
The question has been discussed in the 
British House of Commons (August 1, 
1918), and in addition the British, French, 
and Swiss Governments have appointed 
commissions to investigate and report on 
the general question of international re- 
construction. 

The quotations from men in different 
countries, given on the last page of this 
issue, will indicate something of the state 
of opinion on this subject. The formation 
of a League of Nations in some form is 
one of the chief matters to be considered by 
the peace conference which is now in ses- 
sion in Paris. Its advocates claim that it is 
the only sure escape from the continuance 
of a world in arms under compulsory mili- 
tary service, the crushing burden of taxes, 
and the perpetual menaee of new conflicts, 
rendered so much more horrible through 
the further development of scientific weap- 
ons that the present war will be only a pale 
image of the yet more terrible struggles to 
come. 



AMERICA GENEROUS WITH HER 
SOLDIERS 

"The result is the largest sum ever pro- 
vided through voluntary offering in the 
history of mankind,” declared John R. Mott, 
Director General of the United War Work 
Campaign, in announcing a total con- 
tribution of $203,179,038 to support the 
seven voluntary organizations which are 
recognized by the Government to minister 
to the needs of our troops at home and 
overseas. This result was achieved in 
spite of the epidemic of influenza which 
swept the country during the campaign, in 
spite of the official announcement of the 
signing of the armistice on the opening day 
of the campaign, and in spite of the reports 
of immediate demobilization of the army. 
Under all these adverse circumstances, the 
campaign was conducted with vigor and 
this remarkable result was secured. 

In thanking the American people for 
their generous response, Director General 
Mott said in part: 

"Our men are now face to face with the 
three gravest tests — the test of victory, the 
test of demobilization, and the test of re- 
adjustment. The timely generosity of the 
American people makes possible the meet- 


Millions of Tons of Food 

5 IO 15 20 

1 — I 1 


] 5,533,000 



] Average 3year gum Shipped year ■■Must Ship year 
J Prewar Shipments b- H Ending July I ‘Ifl BMMEr\din£ July I, '19 


Diagram Showing Something of What America Has Done and Will Do to Help Europe 


ing successfully of these trying experiences. 
We can prevent the period of demobiliza- 
tion from becoming one of demoralization. 
We can make sure that the coming months, 
with their great vacant spaces, shall be 
months not of physical, mental, and moral 
weakening for our men, but months of 
character building, of growth in useful 
knowledge, of increase in working effi- 
ciency, and of preparation for assuming the 
larger responsibilities of citizenship which 
await them on their return to their home 
communities.” 

THE FIFTH LIBERTY LOAN 

President Wilson, in his message to Con- 
gress on December 2, pointed out the ne- 
cessity for another government loan. 

He said that an immediate rapid decline 
in the expenses of the government is not to 
be looked for; that contracts for w r ar sup- 
plies will be rapidly canceled and liquidat- 
ed, but their immediate liquidation will 
make heavy drains on the treasury; that 
(fie maintenance of our- forces in Europe 
is still necessary; a considerable proportion 
must remain there during the period of oc- 
cupation and the transportation and de- 
mobilization of the others will be a heavy 
expense. 

As Secretary McAdoo stated months ago, 
peace must be financed as well as war. 
Bringing back our soldiers from Europe at 
the rate of 300,000 a month will mean many 
months of maintenance of them at great 
expense. We know something of the cost 
of mobilizing an army of millions. De- 
mobilizing such an army is also an expen- 
sive process. 

Although peace is here, we are far from 
living in ordinary times and the nation 
faces and must meet extraordinary finanjcial 
and other demands. The revenue of the 
nation from taxation will not be sufficient to 
meet these demands, large as those reve- 
nues will be. Once more the people of the 
nation must finance the nation with a loan. 

The whole world is in process of rebuild- 
ing. Nations must be reconstructed as well 
as cities and villages rebuilt. The duties we 
owe ourselves and our associates in the war 
against Germany must be performed. The 
new conditions must be met by the United 
States government as well as by the individ- 


uals of the nation. We must finance peace 
as we financed war. 

America is not a nation to relax its ef- 
forts the moment danger is past. We can- 
not abandon the principles and purposes 
our soldiers fought for and died for. We 
are not a nation of quitters. Peace, victory, 
and safety will be financed by the American 
people with the same patriotism they 
financed danger and war. 

FEDERAL SCHOOLS ON ORDNANCE 
RESERVATIONS 

The Federal schools under the direction 
of the community organization branch of 
the Ordnance Division of the War Depart- 
ment, were organized and in session on 
eight of the Ordnance Reservations when 
the armistice was signed, on November 11. 
One hundred nine superintendents and 
teachers had been appointed and were on 
duty. Five standard type school buildings 
were completed and occupied. Six tempo- 
rary or remodeled buildings were being 
used by the schools. Three thousand chil- 
dren of school age were on the reserva- 
tions, either in school or ready for admis- 
sion. 

The reservations having schools estab- 
lished are as follows: Jacksonville (Old 
Hickory), Tennessee; Mussel Shoals, Ala- 
bama; Penniman, Virginia; Belleville 
(May’s Landing), New Jersey; Nitro, West 
Virginia; Sheffield (U. S. A. N. 1), Ala- 
bama; Point Perry (Perryville), Maryland; 
Amatol (Hammonton), New Jersey. 

The War Department has arranged to 
have these schools continue under the pres- 
ent organization until the future status and 
operation of the various plants and reser- 
vations can be arranged on a peace basis. 
The work on the other six ordnance reser- 
vations had not proceeded far enough to 
justify the opening of schools, and all plans 
for schools on them are now cancelled. 

With this change due to general peace 
conditions, W. G. Coburn, the director of 
schools, feeling that his services could be 
spared and that he should return to his 
schools at Battle Creek, asked to have his 
resignation accepted. C- E. Wright, who 
has been connected with this work since 
its beginning, will continue the work. 



6 


NATIONAL SCHOOL SERVICE 


December 15, 1918 


BUILDING A NEW WORLD 


A Special Message to Teachers and Schools 
from the United States Fuel 
Administration 

The war is over. We have tooted our 
horns and scattered our confetti and ridden 
proudly and triumphantly in the flag-draped 
band wagons. 

The world is at peace — but what world 
is it? Not the same as yesterday, not the 
same as before the war. Perhaps some one 
has told you that the world is like a pendu- 
lum and you fancy it has swung back since 
the armistice into its pre-war position. But 
the world is not in the least like a pendu- 
lum. It is always going on and getting into 
new positions. It is far more like a mad- 
cap boy in the woods on a summer day, bent 
on explorations, adventures, and sensations. 
It is going to crowd a great many sur- 
prises upon us. 

Of course these changes have their im- 
pulses ’way back where we scarcely see 
them. One of the impulses which is going 
to make life different from what it was 
before is that new habit of conservation 
which has entered into our hearts and ways 
of living. Nature had folded into the earth 
such wealth of food and fuel that until 
the war flashed the truth upon us, we re- 
fused to be frightened by any statistics. 
Now we realize two things: one that natu- 
ral wealth can be exhausted ; the other that 
only a small part of the actual wealth can 
be reached and made of value to us. A 
careful and economical use of what nature 
has given us is seen at last as a necessity. 
Wastefulness, after many years of fashion- 
able popularity, has been degraded to a 
seat among the foolish. 

Domestic users of hard coal have an ex- 
cellent opportunity for economy this win- 
ter. The stocks in hand this year are, it 
is true, larger than ever before at this sea- 
son. Nevertheless, production fell off dur- 
ing the influenza epidemic; and despite the 
high records of output in the months pre- 
ceding and the efficient manner in which 
distribution is handled, the best way to pro- 
tect ourselves against the chance of a dan- 
gerously dwindling supply in late winter is 
to use hard coal economically at present. 
The Fuel Administration recommends the 
combination with the usual domestic sizes 
of furnace and range coal of a small size, 
called buckwheat No. 1. This sells at a 
much lower price than the larger sizes and 
is excellent as a top-dressing at night or as 
a top-dressing when the fire is red hot. It 
should be kept in a separate bin and laid on 
as a clean layer, not mixed in with the 
other sizes. It may be used in the propor- 
tion of about one fourth and will require 
a little more draft than egg, stove, or chest- 
nut. 

A considerable amount of coal can be 
saved every month from the ash heap by 
sifting. There will remain in the sifter 
after the process small particles of black 
and white coal, clinkers, and stone. The 
stone is distinguished by being hard and 
heavy and can be thrown away. The 
clinkers should be broken open and those 
which are seen to contain black material 
(unburned carbon) ought to be placed on 
the floor together with the black and white 
particles, and sprinkled with water. This 


opens avenues of entrance to the carbon 
which flame can reach. This reclaimed coal 
must be kept in its own pile and used as a 
middle layer on a hot fire. 

Gas and electricity usually are produced 
by coal energy. Coal is conserved, there- 
fore, by their careful use. Vacant rooms 
should be unlighted, and occupied rooms 
lighted by those burners and bulbs which 
give the greatest illumination for the small- 
est expenditure of gas or current. For this 
reason incandescent gas mantles ought to 
replace open-flame burners, and tungsten 
lamps the old carbon-filament bulbs. 

In eities and towns waler is pumped and 
filtered by coal energy. Every leak, every 
needlessly-running stream means wasted 
coal. Leaks should be repaired and pipes 
protected so that it will not be necessary 
to keep water running all night to prevent 
freezing. 

Children can help by calling the atten- 
tion of their parents to the use of Buck- 
wheat No. 1, by sifting ashes, by turning 
out unnecessary lights and discovering and 
reporting leaks. The boys and girls who do 
these things will be builders of the new 
world. 

Teachers will do well to ask children 
every two or three days what they are doing 
to induce the children to help save coal. 


UNCLE SAM S BUSINESS PARTNERS 

Once a year on some definite date, the 
business man takes stock, or inventory, of 
his property to find out how much his busi- 
ness is worth. You have all been Uncle 
Sam’s partners in the business of War 
Savings and he suggests to the boys and 
girls of America that, on January 1, you 
take stock of your property. How much in 
War Savings stamps and Liberty Bonds do 
you own ? Also, what books and clothing 
and other articles of value have you which 
your parents have given youf Make such 
a list, or inventory, of all your own prop- 
erty on January 1 for your own record. 
Discuss it with your parents at home, copy; 
ing the form below for them. They will 
be interested also to inventory the family 
property which will show how War Savings 
have added to your family’s property, or 
capital, during the past year, and how bet- 
ter to plan for the coming year. 

Inventory of Family Property 

Property Owned January 1, 1919 

W ar Savings stamps owned $ 

Liberty Bonds owned and 

payments made $ 

Money in hand and in bank $ 

Property, as house, furni- 
ture, life insurance $ 


Total value of property $ 

Debts January 1, 1919 
Accounts owed at stores, 
or elsewhere $ 

Notes and Mortgages owed $ 


Total Debts $ 

Net capital, total value of 
property less total debts $ 


STUDENT ARMY CEASES 


Statement Concerning Demobilization Is- 
sued by tlie Committee on Education 
and Special Training 

Orders were issued, on November 29, for 
the demobilization of all units of the Stu- 
dents’" Army Training Corps before Christ- 
mas. 

Until the time of the signing of the 
armistice it was necessary for the Com- 
mittee on Education and Special Training, 
in common with all other branches of the 
War Department, to act on the assumption 
that the war was to go on for another year 
or more. The signing of the armistice, 
however, made it necessary that the War 
Department should immediately discontinue 
all military preparations not clearly needed. 
There are many reasohs connected with the 
plans of individuals and general reasons of 
educational policy that would make it de- 
sirable to continue the Students’ Army 
Training Corps, but the authorities of the 
War Department have ruled that sinee the 
reasons are not military reasons they cannot 
be allowed to govern its policy. 

The Committee regrets exceedingly the 
serious inconvenience which will be caused 
to individual students who have formed ex- 
pectations that cannot now be realized. It 
is not, however, believed that the hardships 
suffered by such men are so serious as those 
suffered by other soldiers who have been 
forced to discontinue their education or 
livelihood altogether. It should further- 
more be borne in mind that the Government 
has never undertaken to bear the expense of 
the education of these young men. It has 
been definitely announced from the begin- 
ning that the Students’ Army Training 
Corps was created for military purposes, 
and that men would be continued in college 
only in so far as, and for such a time as, 
their studies in college contributed to the 
needs of the Army. Had the war continued, 
any individual might at any time have been 
transferred to such other military activities 
as might have been deemed more urgent; 
and the signing of the armistice has, in the 
judgment of the War Department, removed 
altogether that need for officer material 
which the Students’ Army Training Corps 
was created to meet. 

The Committee has instructed command- 
ing officers to publish the following order 
at the last formation of each of the 562 
units prior to demobilization: 

“This war has been won by the united 
efforts of all the friends of mankind and of 
civilization. Comparatively few have had 
the good fortune to meet the enemy face to 
face, but the credit for the victory belongs 
to all who have served loyally. You were 
called upon to remain temporarily at your 
studies, because the army needed a reserve 
of trained leaders. You have been eager to 
play a more direct and exciting part in the 
war. Nevertheless, you have done the work 
required of you, which is the full duty of a 
soldier. You can now take back with you 
to your homes an honorable record of serv- 
ice. You have earned the gratitude of your 
country, and you may now devote to the 
upbuilding of your country and to the 
restoration of civilization the same soldierly 
allegiance and trained intelligence which 
fitted you for service in time of war.” 


December 15, 1918 


NATIONAL SCHOOL SERVICE 


7 


THE BACK-TO-SCHOOL 
DRIVE 


What the Teachers May Do To Help Keep 
in School All Children of 
School Age 

The Children’s Bureau of the United 
States Department of Labor, in coopera- 
tion with the Child Conservation section 
of the Council of National Defense, ap- 
peals to the teachers to assist in this Back- 
to-Sehool drive in which 2G states have 
already enlisted. 

In the next few months the demobiliza- 
tion of industries will cause many children 
to be thrown out of employment. Every 
effort must be made, not only to get these 
children back to school, but to keep children 
who are now in school from leaving. The 
Back-to -School Drive is also a “Stay-in- 
School” Drive. In this part of the cam- 
paign, especially, the teachers may be of 
great assistance by carrying out as far as 
possible the following suggestions: 

1. First of all, before a child leaves school 
find out why he is leaving and if possible 
prevent the child from going to work un- 
necessarily. The teacher, by talking to the 
child and to the parents, may induce many 
parents to keep the children in school by 
pointing out that there are few good op- 
portunities open to children under sixteen 
years of age; that in most cases the work 
they do is not educative and that they are 
learning little that will be of use to them 
in later life; that school training means 
better jobs and increased earnings later. 

2. Make it a point to know the oppor- 
tunities for employment open to boys and 
girls in your own locality. By securing 


SALVAGING 

CHILDREN 

The Back-to-School Drive is 
not an additional demand on 
teachers who have responded 
nobly already to more wartime 
calls than have been made up- 
on any other profession. On 
the contrary, it enlists public 
spirited people in the practi- 
cal study of the needs of all 
the school-age children wheth- 
er in school, or not, and it 
makes possible in many cases 
the return of the good and 
eager pupil whom the teacher 
is sorry to lose. 

These people want to help 
the school rather than unload 
work on the teacher. But they 
are asking the teachers to give 
them a start. They want the 
advice of the teacher so as to 
avoid mistakes, in the begin- 
ning. Perhaps the work of 
some local committees is not 
yet under way. Will the 
teachers not in turn stimulate 
the committees by calling on 
the Child Welfare Committee 
for action? — Julia Lathrop, 
Chief of the Children’s Bureau. 



Children of the Washington Public Schools in War Savings Play 


Each child wears two placards, hanging back and front. The placards are lettered on 
both sides and are suspended by red, white, and blue ribbons fastened so that the children 
may turn the placards easily. Two scenes from the little play are here presented. A third 
scene with the words “Will Feed the World” is provided. Copies of the play, with complete 
directions for presenting it, may be had free on request from The War Savings Section, 
Treasury Department, Washington, D.C. Ask for War Savings Play No. 11-18. 



1 -V 


in 


definite information regarding the require- 
ments for entering an industry or an oc- 
cupation, the nature of the work, the wages 
offered, the chances for advancement, the 
teacher may not only be able to give prac- 
tical advice to children as they leave school 
for work, but may be ’better able to make 
the school work of greater practical value. 

3. Arrange meetings for the children and 
parents at which the importance of staying 
in school is discussed. 

4. Plan separate talks for the children, 
emphasizing the value of an education. 

5. Have the children write essays on such 
topics as “Why Education Pays,” “The 
Work I Intend to Do.” 

6. See that no child leaves school until 
he fifst has a position. In many states the 
child labor law does not provide that the 
child first have a job before he may secure 
an employment certificate. 

7. Study the child labor laws and inform 
the children regarding the requirements of 
these laws, and assist in their enforcement. 

Teachers should take an active interest 
in the Back-to-School Drive and should 
pledge their efforts to assist the local com- 
mittees to secure the attendance of every 
child who has not completed his elementary 
education, and to urge the attendance at 
high school of every child who has com- 
pleted the elementary grades. 


JUNIOR RED CROSS FILLS ORDERS 

The signing of the peace terms will not 
cause Junior Red Cross carpenters to stop 
their work. The thundering of their ham- 
mers w r ill only sound the more loudly now 
that the guns are silent. A rush of cancel- 
lations of government supply orders fol- 
lowed the announcement of the armistice, 
but the Surgeon General reaffirmed the need 
of the 222,000 pieces the Juniors now have 
on hand for the Medical supply depot. This 
order was to have been filled by the mid- 


dle of November, but the influenza epi- 
demic caused the time limit to be advanced 
to Qpcember 15. The order in detail is as 
follows: ambulance boxes, 2000; bedside 
tables, 50,000; packages of splints, 5000; 
bread boards, 2000; cooking utensil chests, 
2000; bed occupation tables for the recon- 
struction division, 210; drafting boards, 
322; laboratory chests, 50; table-w T are 
chests, 1000; packages of wood veneer 
splints, 150,000. The Medical Corps is of 
course a permanent branch of the Army and 
one that has a constant demand for equip- 
ment. 

THE NEW CALL TO HIGH SCHOOL 
BOYS 

The United States Boys’ Working Re- 
serve is summoned to renewed effort and 
to greatly increased membership in order 
to do its part to help raise the 20,000,000 
tons of food that North America must 
send to Europe to relieve starvation con- 
ditions among the liberated peoples there. 
The Food Administration tells us that 
sixty per cent of the burden of the world’s 
relief from famine conditions rests squarely 
upon the shoulders of the United States. 
Last year we sent to Europe 11,800,000 tons 
of food stuffs. This year we must send 
nearly twice that amount. The farmers 
worked to the limit last year to produce 
what was shipped. They must redouble 
their efforts this year. Their greatest need 
will be a sufficient amount of intelligent 
farm labor. The great mass of men re- 
turning from Europe will enter the shops 
and mills. The boys of the Reserve will 
once more be needed to raise the crops, and 
if they do not respond, the crops are not 
likely to be raised. America calls to her 
high school boYs to enroll in the Reserve 
and to save Europe from imminent starva- 
tion and from the disorders that always 
follow famine. Democracy can never be 
safe in a hungry world. 



8 


NATIONAL SCHOOL SERVICE 


December 15, 1918 


National School Service 


Published Twice a Month During the School Year 
by the Committee on Public Information, 
George Creel, Chairman 


Mailed free to teachers. Subscription price to all 
others, $1.00 a year. Address business communica- 
tions, such as those concerning subscriptions or fail- 
ure to receive numbers, to Henry Atwater, Business 
Manager, 461 Eighth Avenue, New York. Address 
editorial communications to National School 
Service, 10 Jackson Place, Washington, D. C. 


EDITORIAL STAFF 

Got Stanton Ford Director 

W. C. Baglet Editor 

J. W. Skarson Managing Editor 

Samuel B. Harding Historical Section 

Mabel Carnet Rural Schools 

Fannie W. Donn Rural Schools 

Lola McNally Cain Primary Grades 

Alberta Walker Intermediate Grades 

Chas. A. Coulomb, Upper Grades and. High School 

ADVISORY EDITORIAL BOARD 

Mrs. Mary C. 0. Bradford, State Superintendent 
of Public Instruction, Denver, Colorado. 

J. A. C. Chandler, Superintendent, Public Schools, 
Richmond, Virginia. 

L. D. Coffman, Dean, College of Education, Uni- 
versity of Minnesota, Minneapolis, Minnesota. 

R. J. Condon, Superintendent, Public Schools, 

Cincinnati, Ohio. 

Thomas E. Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Education, 
Albany, New York. 

Miss Alice Florer, Assistant State Superintendent, 
Lincoln, Nebraska. 

Rev. Augustine F. Hickey, Diocesan Supervisor of 
Schools, Boston, Massachusetts. 

F. M. Hunter, Superintendent, Public Schools, 

Oakland, California. 

D. B. Waldo, President, State Normal School, 

Kalamazoo, Michigan. . 

H. G. Williams, President, National Educational 

Press Association, Columbus, Ohio. 

STATE EDITORIAL BOARDS 

State Editorial Boards, each consisting of five 
members appointed by the State Superintendents, 
represent the classroom teachers of the several States. 


THE FUTURE OF NATIONAL 
SCHOOL SERVICE 

With the end of hostilities many of the 
activities of the Committee on Public In- 
formation will cease. But the work of the 
schools for America today and tomorrow 
will go on. Some of that work will be 
directly related to the national tasks now 
facing ns. In their proper solution the 
schools will have their part and their own 
readjustments to make. The coming of 
peace makes the work of the schools and 
the teachers and the message of National 
School Service not less but more essential 
in the immediate future. This has been 
the burden of the letters and telegrams re- 
ceived from teachers and school adminis- 
trators and of the cogent appeal from the 
president and secretary of the National 
Educational Association for the continua- 
tion, for the year at least, of National 
School Service. 

The unanimity of this appeal from those 
who had so considerable a part in the in- 
itiation of the periodical gives special force 
to their requests for its preservation. It 
was, however, President Wilson’s quick ap- 
preciation and support that made it pos- 
sible to consider plans which, if sucess- 
fully carried out, will enable National 
School Service to continue uninterruptedly 
on its present broad and helpful lines, serv- 
ing alike the schools and all national de- 
partments and agencies. 


This is the last issue which goes out 
under the direction of the Committee on 
Public Information. The conclusion of my 
own work with the Committee and with this 
periodical gives me the freedom to express 
for myself and for the Committee our deep 
appreciation of the cooperation we have 
had from other departments in Washington, 
and above all of our gratitude to the mem- 
bers of the editorial staff of National 
School Service who have given of their 
time and services so loyally and generously. 
To prepare and publish a periodical which 
was to carry the Government’s messages to 
600,000 teachers has been a unique war- 
time service, which the Committee could 
never have performed without their aid. 
They in thejr turn have been encouraged 
and supported, I know, by the response 
which has come to them from the great 
body of earnest teachers. 

The nation has seen anew the value of 
the schools and of education in a democ- 
racy. The war and the deeper meaning 
it has attached to America and to American 
citizenship have crowned the teacher with 
new dignity and given to the schools a new 
importance. As I go back to the tasks 
from which the war called me, I am per- 
sonally glad that my work will be in your 
ranks as a teacher. 

Guy Stanton Ford. 


What the schools have suffered from the 
war is infinitesimal in comparison with the 
educational losses that the epidemie of 
influenza has entailed. In many communi- 
ties the school work of the present half 
year will amount to little or nothing — and 
a half year from the brief period of school- 
ing to which the majority of our boys and 
girls are limited cannot be lost without 
serious consequences to them and to the na- 
tion. There will be need for more intensive 
work during the remainder of the year to 
overcome as far as possible the set-back 


caused by the epidemic; but beyond this, 
there should be an immediate and nation- 
wide effort to prevent such losses in the 
future. School systems with adequate and 
efficient systems of medical inspection, in- 
cluding clinical facilities and the services 
of school and visiting nurses, have been 
able to remain in operation, not only with- 
out unfortunate results, but apparently 
with positive benefit to the health of the 
community. In any event, the whole prob- 
lem merits the most careful investigation 
and the initiation of comprehensive meas- 
ures looking toward a radical betterment 
of health conditions. A far-reaching pro- 
gram of health education should have a 
central and commanding place among the 
plans for educational reconstruction. 

Education is the means through which 
democracy establishes social justice. In a 
democracy where majorities both think and 
rule, education, however fostered and 
guided by leaders, must be so directed as 
to meet the needs of all. The fact that 
we are rapidly approaching the time when 
the masses of the people will assume larger 
control of the affairs of government em- 
phasizes anew the responsibility of the pub- 
lic schools in a democracy. 

The program of education to meet new 
and increased demands must be compre- 
hensive enough to promote the physical 
well-being of all citizens, to eliminate il- 
literacy, to teach the English language as 
the common means of communication, to 
prepare all of the citizens to think together 
and act together in the solution of their 
common problems, to fit all individuals for 
vocational efficiency and for the wise use 
of leisure, to cultivate democratic habits 
of social relationship, to develop in all a 
high sense of the privileges and responsi- 
bilities of citizenship, and to equalize and 
enrich educational opportunity throughout 
the nation. 


FEDERAL AID TO EDUCATION 

We are training boys and men to be farmers out of Federal 
funds, preparing to advance vocational education on a large scale, 
promoting the construction of solid highways within the States as 
part of an interstate system, subjecting the packer, the canner, and 
the banker to Federal supervision; surely without violation of our 
fundamental law we can find a way by which the Nation can know 
that all of its people are able to talk and read our own language. I 
do not suggest Federal control, but I would strongly urge Federal 
co-operation with the States toward definite ends. 

A little money, the co-operation of the States, and of the indus- 
tries of the country — and both can be had — a little money, perhaps 
as much in a year as we have gloriously spent in five hours in France, 
and the work could he done. It could be done without coercion, 
without trenching on the prerogatives of the State in the slightest. If 
we could offer help to those willing to accept it, the end would be 
accomplished. Make the same kind of an offer to the States for the 
education of their illiterates that we make to them for the construc- 
tion of roads, and in five years there would ba few, if any, who could 
not read and write in this country.” — Franklin K. Lane, in the 
Annual Report of the Secretary of the Interior , December, 191S. 


December 15, 1918 


9 


NATIONAL SCHOOL SERVICE 


MESSAGES TO SEND TO EVERY AMERICAN HOME 

Save food. We must send at least 20,000,000 tons of food to 
famine-stricken Europe this year. 

Continue to save money and to invest it in Thrift stamps and in 
Victory Savings stamps. 

Report to the nearest United States Employment Service bureau 
any vacancies which may be tilled by soldiers honorably discharged 
from the Army and Navy. 


SCHOOLS HELP COLLECT 
SOURCES OF WAR 
HISTORY 


National Education Association Urges 

Cooperative Effort in Making Records 
of What School Children Have Done 
To Help Win the War 

What has your school done to help win 
the war? Be sure to put this story on 
record while the facts are fresh in mind. 
Owing to the importance of the history of 
the war work of teachers and schools as a 
part of the story of cooperation in the world 
war, the National Education Association 
urges that every county and city school 
system, every normal school, college, uni- 
versity, and other institution of learning of 
the United States, prepare and print a con- 
cise summary of its war work activities. 
Each educational unit is requested to place 
a copy of its story in the local library and 
to send a copy to the National Education 
Association to be placed in the archives at 
Washington. 

With all this original source of material 
at hand, showing the enthusiastic coopera- 
tion of the various school units with the 
Government, it will be possible for respon- 
sible committees of the National Educa- 
tion Association, the Bureau of Educa- 
tion, the American Library Association, the 
National Board for Historical Service, and 
other national bodies, to compile a series 
of valuable source volumes to be placed in 
each of the libraries of the country. 

It is suggested that you proceed at once 
to make a list of the various activities in 
which your school has engaged. If possi- 
ble state the number of pupils cooperating 
in each enterprise, the amount of time 
giv j to the work, the results obtained in 
terms of money raised, meetings held, and 
articles made or collected. If committees 
were organized, give the names of the com- 
mittees, and a statement of the activities 
entrusted to each. Mention the names of 
individuals, whether teachers or pupils, who 
have rendered particularly meritorious serv- 
ice. 

Make this report of war activities co- 
operative. In addition to using all records 
which have been made, enlist the services of 


There are 281,000 school- 
houses in the United States. A 
committee will be appointed 
in connection with the “Back- 
to-School Drive” for each 
schoolhouse. If each commit- 
tee will provide a scholarship 
to keep one child in school 
this year, it will mean that 
281,000 children will be kept 
from premature entry into in- 
dustry. It will cost a com- 
mittee just §120 to keep a child 
in school for one year, a small 
amount in comparison with 
the value of an educated man 
or woman to the community 
and the Nation. — Children’s 
Bureau, Department of Labor. 


your pupils by having them recall and re- 
cord what the school has done. Explain to 
them why those who write the history of the 
war in the future will need these records in 
order to get at the facts. Let them see by 
this concrete example what the historian 
means when he speaks of “source material,” 
and why accurate sources are necessary if 
we are to have reliable histories. 

As soon as these reports are completed, 
they should be sent to the National Edu- 
cation Association, 1400 Massachusetts 
Ave., Washington, D.C., with any printed 
or typewritten matter previously issued, 
where they will be deposited in the archives 
and thus made available for the use of those 
who are to compile the educational history 
of the w r ar. The work of collecting and of 
writing these reports should be completed 
as soon as possible and certainly by the 
end of the school year. 



EDUCATION WORK IN MILITARY 
HOSPITALS 

America is more deeply interested in 
salvaging men than it is in salvaging mate- 
rials. For this reason the Surgeon Gen- 
eral’s office of the War Department plans 
for the reeducation and rehabilitation of 
wounded and disabled soldiers. In this 
plan, education is given special emphasis 
as opening the door of opportunity to' the 
disabled and discouraged soldier. Under 
the direction of the office of the Surgeon 
General, a curative workshop schedule with 
other educational work is now being car- 
ried out in the military hospitals of the 
country. This work of rehabilitation in- 
cludes occupational activities such as work, 
play, and study in wards, shops, and class- 
rooms, or out of doors on hospital grounds, 
gardens, or farms. The following shows the 
kinds and purposes of educational -work 
now being carried out for the wounded 
soldiers: 

1. Bedside occupations to draw the pa- 
tient’s attention from his disability and to 
occupy his mind. These occupations are at 
first diversional and entertaining but grad- 
ually become of definite vocational, eco- 
nomic, or social value. 2. Occupations in 
the ward, shop, or on the farm, to give 
complete functional restoration either 
physical or mental. 3. Ward, classroom, 
or farm activities and study to occupy the 
patient’s time in worth-while work and thus 
develop in him the best possible mental at- 
titude toward his disability, his treatment, 
and the hospital. 4. Ward, classroom, or 
farm occupations and study to prepare for 
the reeducation of those disabled men who 


are entitled to reeducation under the Fed- 
eral Board for Vocational Education. 

At the latest report, on November 15, 
approximately 30 per cent of the soldiers 
in twenty of our military hospitals were 
enrolled in educational service. The num- 
ber of different patients in the curative 
work shops and other educational activities 
in those hospitals was approximately 4800. 
The aggregate enrollment in shopwork and 
classes by subjects is approximately 6700, 
distributed as follows: bedside and ward 
handicrafts, 990; bedside and ward aca- 
demic study, 610; shopwork and industrial 
arts, 1230; agricultural work, 100; com- 
mercial work, bookkeeping, stenography, 
920; academic subjects, 1540; curative 
games and exercises, 1310. 

The educational staffs in charge of this 
work comprised, on November 15, 514 per- 
sons as follows: commissioned officers, 54; 
civilians in administrative positions, 20; 
non-commissioned officers, 166; privates, 
143; occupational aides, women, 131. 

Dr. L. D. Coffman, Dean of the College 
of Education, University of Minnesota, is 
adviser to the Surgeon General’s office in 
this work. 

A NEW YEAR’S RESOLUTION 

The Division of Savings, War Loan Or- 
ganization, of the United States Treasury, 
asks every boy and girl in the schools, and 
through them every family, to take stock on 
January 1, 1919, of all their war savings 
made up to that date, and then to make 
plans for their victory savings service for 
1919. Copy the War Savings service form 
below, and take it home and enter your 
own savings. Plan ahead now for 1919. 

War Savings Service and Enlistment 


War Savings Service lor 1918 
War Savings Stamps 
bought $ . . 

Liberty Bond* payments 
made $. . 


Total War Savings in 1918 $ 

Victory Savings Enlistment for 1919 

Each week For the 


or month year 

Will buy Savings 

Stamps $ $. . . . 

Will buy Victory 

Liberty Bonds $ $ . . . . 


Total Victory Sav- 
ings pledge for 
1919 $ $ 


10 


NATIONAL SCHOOL SERVICE 


December 15, 1918 




THE LEAGUE OF NATIONS 

Have you ever read stories of the tree 
dwellers or the cave men? Do you remem- 
ber how they always had to be afraid, how 
they were always on their guard, not only 
against wild animals, but also against 
other tribes who might be stronger than 
they? You remember, too, how the In- 
dians were always fighting, one tribe against 
another. Perhaps you have read stories of 
King Arthur and his knights who lived in 
castles with moats or deep ditches all 
around to keep attacking enemies away, 
how they carried spears or battle-axes when 
they rode abroad, and how they were al- 
ways going out to rescue ladies who had 
been stolen away, or to fight robber bands. 

Did you ever think how differently we 
live? None of us carries swords or spears or 
pistols, and fighting is usually a very small 
part of our business. People have largely 
done away with fighting by joining to- 
gether and making laws to prevent the 
strong who may be cruel or selfish from 
hurting their neighbors. We have em- 
ployed policemen and set up courts and 
judges, and have been able to make our 
homes so safe that no one except very little 
children is afraid in the dark, and nobody 
has to carry weapons. So we have built up 
big states and nations, and most of the 
time there is peace in every civilized coun- 
try. 

But sometimes big states or nations at- 
tack each other, just as in the old days little 
tribes of Indians or bands of robbers fell 
upon other little tribes or upon defenseless 
people. When they do this, then we have 
war, and war today is the most terrible 
thing in the world. So people are wonder- 
ing if it would not be a good thing for the 
nations to join together in what is called a 
League of Nations, so that states and coun- 
tries may not have to fight any more than 
you or I. 

OUR JUNIOR WORLD CITIZENS 

The past eighteen months have been big 
with opportunity for the school children of 
America. They have become the next 
neighbors of Belgian children ; aviation 
fields, camouflaged ships riding in great 
harbors, beautiful old world cities, Euro- 
pean home life and customs, waving flags of 
many nations — all these and much more 
have come to be included in their ever 
widening horizons. They have shared in the 
voluntary food conservation of the nation; 
they have made four minute speeches to con- 
vince community audiences of the privi- 
lege and duty of supporting Liberty Loans, 
the Bed Cross, and United War Work; 
they have been assigned their quota in the 
financial support of the great enterprise, 
and by self-sacrifice and patriotic efforts 
they have gone over the top side by side 
with their elders. What they have been do- 
ing and talking in school has been just 
what they find others talking about and 
working for outside the sehoolhouse walls. 


In a word, they have been fellow citizens 
in a great republic pulling together in a 
united effort to save the civilization of the 
world. 

Now that the dramatic and dreadful days 
of war are over, shall we shut these doors 
of opportunity in eager faces, or shall wo 
see to it that our boys and girls are given 
a share in the understanding, sympathies, 
and activities which must contribute to the 
task of world reconstruction that is be- 
fore us? 

The Rural School’s Part 

Many of the activities which contributed 
to war must be continued in the interests 
of peace. The nation plans to demobilize 
first of all those soldiers formerly engaged 
in agriculture because of the world’s great 
need of food. The rural school is especial- 
ly in a position to stimulate food production 
and conservation by encouragement of Boys 
and Girls Clubs and the United States Gar- 
den Army. Through the Bed Cross, there 
must go on relief work over half the world. 
Victory Savings stamps and another Lib- 
erty Loan must be sold to finance our enor- 
mous program of policing conquered areas, 
returning soldiers to their homes, extending 
credits to allied nations, and general recon 
struction. Health measures already initiat- 
ed must be continued and extended. The 
civic service of school attendance must be 
stressed. The progress made by the Peace 
Council should be followed intelligently by 
all the people of the nation, and by no single 
avenue can the general public more practi- 
cally be reached than through the daily 
work of the public schools. 

We need the school children as aides in 
reconstruction as we needed them in war- 
making, and they can only be truly educated 
by participation in the thought and action 
of these new days as in the events of the 
year and a half that are past. 

STUDYING CURRENT EVENTS 

The hundred days following November 
11, 1918, will be among the most impor- 
tant in the history of the world. A period 
each day in the country school may well be 
given to current events, in which all the 
children in the room should participate. By 


taking one period a week from each history 
and geography class, and if necessary from 
language and opening exercises, time may 
be found on the crowded schedule. 

Make two or three children each day re- 
sponsible for telling the class of the thing 
in the day’s news that they consider most 
interesting and important. Let every child 
have the privilege of bringing in an item 
of interest, whether he is specially ap- 
pointed or not. Encourage class questions 
to increase the grasp of the events reported. 
One, for instance, tells that President Wil- 
son is going to Europe to attend the Peace 
Conference. Another inquires what a Peace 
Conference is, what the President will do 
there. Another wants to know why the 
conference wasn’t held in America. Lead 
every child to feel responsible for explana- 
tions of the article he reports. 


A FOOD COMPARISON 
Last Winter This Winter 

Simple Living Simple Living 

Economy Economy 

War Famine 

Wheat Substitutes Wheat Bread 

Sugar scarce or lack- Careful use 

ing 

Eats scarce Utterly lacking in 

places 

NEBRASKA CANNERS WIN 

Ten state champion boys’ and girls’ club 
canning teams shown in the accompanying 
illustration recently competed for honors at 
the Interstate Fair at Sioux City, Iowa. 
Each group represented the “survival of the 
fittest” through contests held at community, 
county, and state fairs in each state. The 
contests, which are demonstrations of skill- 
ful canning, were all planned to further the 
national program of food production and 
conservation. Each team demonstrated the 
one-period cold-pack method as recom- 
mended by the Department of Agriculture. 

The three girls holding the sign “Ne- 
braska” were awarded first place at Sioux 
City. The two girls and the boy holding 
the Minnesota sign were awarded second 
place. Iowa secured third place. 

Similar contests were held in Spokane, 
Wash., for the Rocky Mountain section, 
and at Worcester, Mass., for the Atlantic 
section. A national competition between 
the Nebraska team and the teams awarded 
the first prizes at Worcester and Spokane, 
will take place some time this winter. 



* - m \ 

■ <*>■, >4, Klliimesotal ,* ..J 








December 15 , 1918 


11 


NATIONAL SCHOOL SERVICE 


CHILDREN’S CLUBS IN FRANCE 

France is considering the adoption of 
Uncle Sam’s methods of teaching better 
farming and home-making to boys and 
girls. Representatives from the French 
commission, lately in this country, made 
a point of studying carefully the methods 
of the Federal Department of Agricul- 
ture and the state agricultural colleges 
in conducting boys’ and girls’ clubs. Much 
of the information thus collected has been 
widely reprinted by the French press, ac- 
companied by editorial comment expressing 
the view that the man and woriian power of 
France having been depleted or disorgan- 
ized by war service, France for sometim 
to come will be dependent in large part up- 
on its younger population for its food sup- 
ply, and suggesting the formation in France 
of a nation-wide system of boys’ and girls’ 
clubs patterned on those in America. It is 
expected that these clubs will grow staple 
products, such as garden produce, wool, 
grain and forage crops, poultry and farm 
animals on farms now devastated, the very 
soil of which must first of all be put in con- 
dition. These clubs will stimulate produc- 
tion by the young people of France, through 
organized contests not only in farming but 
.in home enterprises, such as bread baking, 
garment making, cooking, and home man- 
agement. 

SUGGESTED FOOD POSTERS 

The children will enjoy making posters 
to use as part of the decoration of the 
schoolroom in special day programs. Save 
These, Eat These, Home Grown Foods, 
Foods Grown in America, Foods from For- 
eign Lands, Foods for Growing Boys and 
Girls, Foods That Europe Needs, are sug- 
gested subjects. Use pictures cut from cata- 
logs or from advertising pages of maga- 
zines, or silhouette pictures cut freehand or 
from copies. Mount them on large sheets of 
cardboard or on heavy paper. If desirable, 
let children make similar posters to take 
home. The first two subjects above are 
suggested for the primary grades, the others 
for intermediate or upper grades, the little 
children to cooperate to the extent of cut- 
ting out the pictures used. Base blackboard 
reading lessons or conversation lessons on 
the material. 

£ 


WAR HISTORY OF OUR SCHOOL 

The National Education Association is 
asking that every sehool make a report of 
the work it has done in winning the war in 
order that the contributions of the schools 
of the country may be made a matter of 
record. This is one way of making the 
nation realize the part boys and girls 
play in the present as well as in the future, 
and the importance of the school as a social 
agent. 

This request offers a valuable suggestion 
for the English work of the sehool. Why 
not have a booklet made, by the cooperative 
work of the whole sehool, telling of the Red 
Cross work the children have done, of the 
money they have raised and how they 
earned it, and of any other share they have 
had in the great victory; giving the best 
of the four minute speeches they have 
made; having as illustrations copies of the 
posters they have designed or photographs 


of their war gardens or of the cans of vege- 
tables they have put up; and including 
anything else they and you will think of to 
make a full presentation of their part in the 
greatest event in all history. After you 
decide on the subjects, have all the children 
write about them, and have the class choose 
the best to be copied for the school history. 
Two copies of the school history should be 
prepared, one to send to the National Edu- 
cation Association at Washington, the othor 
to be kept as a permanent contribution to 
the school or local library. 

SEND FOR THE SALVAGE MAN 

Stop, before you throw away that bundle 
of rags to find out if the teacher can use 
it for rag rugs in the soldiers’ rest rooms. 
In one city, cloth soaked from the backs of 
maps made excellent strips for rug weavers. 

Stop, before you tuck away those old kid 
gloves too badly worn for this winter’s use. 
The Red Cross Juniors are piecing old 
glove tops together to line jackets for the 
aviators. 

Stop, before you throw into the waste 
basket that broken eleetrie light bulb. It 
has a valuable bit of platinum on it and 
brass that can be used again. 

Do not burn or thrown away anything 
of likely value until you have consulted the 



FOUR MINUTE SPEECHES 

The idea of four minute speeches is too 
goocj for the schools to abandon. There has 
never been a better stimulus to the work of 
the English class than the four minute 


speeches afford. Here we have a real need 
for composition and oral expression. Here 
are people to be convinced, to be interested, 
to be stirred. 

Constructive Criticism 

Here is a basis for real criticism. The 
class is the critic. Could you hear him dis- 
tinctly? Was there anything in what he 
said that you did not understand? Did he 
seem to mean what he said ? Did he look at 
his audience all the time he was talking? 
What was there in his speech that more than 
anything eke made you feel like doing all 
you could to help the Red Cross? What 
part interested you most? What part 
seemed dull? Why do you think this was 
so? How would you suggest that he could 
improve his speech? 

Perfecting the Work 

Here, too, we have a motive for doing the 
woi'k over and over till it is our best. After 
the pupil has received the helpful sugges- 
tions of teacher and class, he will wish to 
work his speech over again, making changes 
that seem to better it, and to present it 
again, when he should be told if he has im- 
proved, and in what respect. Perhaps he 
will wish to make another and another 
presentation before he is satisfied that he 
has done his best work. 

Keep Four Minute Speeches 

We must keep four minute speeches as 
part of our English work. If our schools 
continue to keep in touch with community 
and with national life as they have done in 
the last eighteen months, we shall find many 
uses for these four minute speeches. 



UNCLE SAM’S VISIT TO SANTA 
CLAUS 

It was the afternoon before Christmas. 
Old Santa Claus and his good wife were 
sitting by the fire resting after a hard 
morning’s work. 

“Well, mother,” said Santa, “everything’s 
about ready; I’ll start right after supper.” 

“Yes, everything is done,” said Mrs. Santa 
with a tired but happy sigh, “and I think 
the presents are better than ever this year.” 

“Well, I must say I am proud of them 
myself,” agreed Santa, as he looked about 
the great workroom where shelves were 
heaped noth toys. There were tops and 
drums and Jack-in-the-boxes and steam- 
engines, just the sort of things children 
have always had at Christmas. In addition 
there were soldier and sailor dolls and dolls 
dressed as Red Cross nurses and toy soldiers 
and tanks, airplanes, and cannon. 

“I tell you, mother,” he said to Mrs. Santa 
as he gave his knee a hearty slap, “what I 
like best about the toys this Christmas is 
that every one was ‘Made in America’.” 

“I like the sound of that, too,” said a 
cheery voice from behind him. Old Santa 
turned quickly to greet a tall fine-looking 
gentleman who had entered quietly. He 
wore a beaver hat, a long tailed blue coat 
and red and white striped trousers. The 


instant Santa saw who the visitor was, he 
sprang up and gave him a salute, while Mrs. 
Santa made a deep courtesy. 

“I’ve come to see those ‘Made in America’ 
toys,” said Uncle Sam. 

You should have seen the soldier and 
sailor dolls straighten up proudly when 
Uncle Sam and Old Santa approached their 
shelf. And the Red Cross nurse dolls 
smiled bravely, too. Uncle Sam smiled back 
at them. 

“I’m glad they are only toys, Santa,” 
he said, as he examined the guns and 
tanks. “I hope we shall never have to use 
real ones again.” 

“I don’t seem to see so many candy canes 
and chocolate drops this Christmas,” was 
Uncle Sam’s next remark. 

“No,” said Santa. “I am going to put 
less candy in the stockings this time. Al- 
most all the letters I have received from 
the children of America have asked for 
fewer presents and less candy this year. 
Come over here, sir.” 

Uncle Sam followed Old Santa over to a 
table piled high with sheets of little green 
stamps. 

“Why, they are my thrift stamps,” said 
Unele Sam in a pleased voice. 

“That’s what they are,” said Santa. They 
are to go into the toes of the stockings of 
the children who asked for them.” 




12 


NATIONAL SCHOOL SERVICE December 15, 1918 


“Bless their hearts!” said Uncle Sam. I 
knew I could count on the children of 
America to help me. Wish every one of 
them a Merry Christmas for me, Santa.” 

“I will, sir,” said Old Santa. 

By this time they had reached the door. 
Uncle Sam gave one more glance around 
the great room. 

“I like your ‘Made in America’ toys,” he 
declared to Mr. and Mrs. Santa as he said 
good-bye. 

“That’s a very fine gentleman, mother,” 
remarked Old Santa. “But, come, I must 
be off or I’ll not visit all my children 
tonight.” 


STOCKINGS 

Well, 1 heard a funny chuckle, and I woke 
myself because 

I was pretty nearly certain it was Mr. 
Santa Claus. 

He was looking at the stockings that were 
hanging on their hooks, 

And his bag was full of presents and of 
toys and picture books. 

Yet he never filled the stockings that were 
dangling in a row, 

But he took a lot of presents and he piled 
them up below. 

Then he waved to me and whispered, with 
a twinkle in his eye, 

“No, I didn’t fill the stockings, and I’m 
going to tell you why : 

There’s a better way to fill them, as I know 
that you’ll agree ; 

There’s a little girl in Belgium, which is 
’way across the sea, 

And her name is Angelina; she has heaps 
of flaxen hair, 

But she hasn’t any stockings, and would 
like to own a pair, 

For it’s pretty cold in Belgium, and a 
friend is hard to find; 

So I think I’ll take your stockings, if you 
really do not mind.” 

Then I answered him politely (for I'm 
fond of him', because 

He has brought me lots of presents) “You 
can take them, Santa Claus! 

You are welcome to the stockings — I have 
more than I can use, 

And you’d better take the muffler and my 
second pair of shoes.” 

So he thanked me, and he took them, and 
he bowed and said good-bye; 

And he chirruped to his reindeer, and they 
galloped through the sky 

While I watched them from the window; 
and I saw them whisk away 

With a million pairs of stockings heaped 
and tumbled in the sleigh. 

For I don’t think any stockings can be half 
as good as those 

That are keeping frost and chilblains from 
the little Belgian toes.” 

— Arthur Guiterman. 

[Copyright by Life Publishing Co. and re- 
produced from “Life” of December 5, 191S.] 


THE CROSSING POLICEMAN 

The policeman walks from the station to 
his place at the busy street crossing. He 
salutes the officer whom he relieves and 
looks for approaching vehicles. He signals 
east and west traffic to move, and motions 
the north and south traffic to halt. A care- 
less driver is cautioned and at the eud of 


the day’s work the policeman returns to the 
precinct to report to the captain. 

1. Rising. 

2. Walking to crossing. Rows two, four, 
and six face the back of the room on the 
signal, Turn. Each two rows walk around 
one row of chairs. All start at once and 
continue in light rhythm until the starting 
point is reached. Ready, Walk. 

3. Saluting. Briskly — One, Two. 

4. Looking for traffic. On the signal, 
Beady, bend the knees and jump, landing 
with tiie feet apart and the hands on hips. 
Keeping the feet still, twist the trunk to 
the right, also turn the head to look toward 
the back. Face the front, then twist to the 
left. Right, front. Left, front. Continue 
alternately. 

5. Signalling traffic to move. On the 
signal, Ready, raise the arms to a horizon- 
tal position at the sides, with the hands 
closed and the forefingers pointing. Swing 
the arms loosely downward, close to the 
body, cross and raise them in front of the 
chest with the elbows bent as high as the 
shoulders. Swing the arms downward and 
out to position at sides. Repeat with 
rhythm. 

6. Signalling traffic to stop. Step for- 
ward on the right foot and raise the arm 
vertically with palm front. Turning to- 
ward the left, fac-e the back of the room and 
sway to the left foot. At the same time, 
lower the right and the left arms. Continue 
the movement. Front, Back. 

7. Returning to station. Repeat Exer- 
cise 1. 

The “Crossing Policeman” lesson is plan- 
ned to serve the double purpose of em- 
phasizing one important phase of the 


policeman’s work and to afford good 
physical exercise for the children. 


WE LL SAVE 

We'll save our sugar; we’ll save our wheat; 
We’ll eat less candy; we’ll eat less meat. 
We’ll send our surplus over the sea. 

We’ll do our best to make men free. 

— Frances Valentine. 

THE RHEIMS CELLAR SCHOOL 

How would you like to go to school in a 
cellar? That is what some of the children 
of France have been doing during the war. 
In Rheims and in some other places there 
were schools so -near to the German lines 
that post office officials, for about a year 
after the first school was opened, refused 
to send postmen to these places to deliver 
mail. These schools were held in long un- 
derground passages and rooms lighted with 
lamps. The walls were hung with mats 
covered with light paper. Each teacher 
endeavored to bring some eheerfuhiess to 
these cellar schoolrooms by placing plants 
or flowers on the desk, pinning pictures on 
the wall, and erecting sheaves of allied 
flags. 

The children themselves thought it a 
glorious adventure in spite of the fact that 
they lived in the midst of ruin and under 
the German guns. Day after day these 
children came regularly to school. Nothing 
was neglected. Although the schools were 
occasionally hit by shells, they were not 
dismissed during the bombardment. 



RING OUT THE OLD, RING IN 
THE NEW 

We know more about ourselves and our 
schools at the threshold of 1919 than we 
knew when the war began more than a year 
ago. Camp life, here and abroad, has re- 
vealed several serious defects in the educa- 
tion of the young American. There is no 
time to lose in preparing those now with us 
for complete citizenship. Every disciple of 
Uncle Sam must be about Uncle Sam’s busi- 
ness. He demands perfect posture, better 
speech, and clearer thinking. The lack in 
these three directions has handicapped 
many an ambitious youth. Let the cultiva- 
tion of right habits be the teacher’s job 
for 1919, and hereafter. 

Along with these shortcomings have ap- 
peared traits of character which every 
teacher would do well to recognize and, in- 
sofar as she has the opportunity, to perpet- 
uate. Our boys have shown a cheerfulness 
which will always stand them in good stead, 
and a generosity that is so needed now that 
nation is looking askance at nation. Best 
of all, perhaps, has been the mingling of 
the rich and the poor, the educated and the 
unlettered, with the resultant discovery that 
“a man’s a man for a’ that.” This is the 
true basis for our kind of democracy. 


Ring out the old bad habits and ring in 
the new good ones. Ring out the grumpy, 
the selfish, and the snobbish, ‘and ring in the 
true American. 

A JOURNEY TO VERSAILLES 

Versailles once more looms large in his- 
tory. Great men from foreign lands are 
there deciding the future of the world. 
Would you like to travel by the make-be- • 
lieve route and have a peep at this magnifi- 
cent suburb of Paris which Louis XIV 
built and where his successors lived in 
splendor until the great French revolution? 
The town is dull and little, but the palace 
and the park are marvelous. Think, Louis 
XIV built all this out of money that should 
have fed and clothed his people! The pal- 
ace is so large that it would take you three 
days of five hours each to pass through all 
the rooms. 

It was in this palace at Versailles that 
the famous treaty which closed the Ameri- 
can Revolution and gave America her inde* 
pendence was signed, and now President 
Wilson goes back on a similar but more gi- 
gantic task to make the whole world as free 
as we have been since 1783. 

Come into the great courtyard and we 
will seat ourselves on the balustrade. From 


December 15 , 1918 


NATIONAL SCHOOL SERVICE 


13 


here we can see the road on which the 
famished mob of men and women made 
their way in October, 1789, to demand 
bread of their king, Louis XVI. These 
people were as destitute as the Russians are 
today. At three o’clock in the morning the 
hungry multitude got into the palace. They 
demanded that the king return with them 
to Paris. The young queen, Marie An- 
toinette, was aroused from her bed. The 
mob beneath her windows wanted to kill 
her but one whose name is dear to all Amer- 
icans, Marquis de Lafayette, then general 
of the national guard, saved her life for the 
time by sending her, with her little son and 
daughter, out upon the balcony where she 
could be seen from below. The furious ones 
cried, “No children,” and Marie Antoinette 
pushed her children back into the room. In 
a moment Lafayette appeared beside her 
and gently kissed her hand. He was the 
idol of the nation. Then the fickle crowd 
cried, “Long live the Queen ! ” For the mo- 
ment, Louis XVI and his wife were saved. 

The Inside of the Palace 

"When we go inside we see the splendid 
rooms and corridors now filled with num- 
bers of paintings and statues of the French, 
for the palace is no longer the abode of 
sClfish kings, it is the property of the na- 
tion. There we see the famous tennis court, 
the cradle of French liberty (see the picture 
of the Tennis Court Oath) ; the Hall of the 
Bull’s Eye, so called .from a large oval 
window in the wall, which was once the 
antechamber where one sought an audience 
with the king; and the imposing Gallery 
of Mirrors one side of which for over two 
hundred feet is lined with mirrors in gilded 
frames. Opposite these are windows look- 
ing out upon the gardens and wonderful 
fountains. Suppose those mirrors could 
talk. The thing they would tell you to in- 
terest you most would be that in the gallery 
in 1871, the King of Prussia was pro- 
claimed Emperor of United Germany. The 
reason that would interest you most is be- 
cause that king was grandfather of the 
Kaiser whom the Allies have just van- 
quished. 

But let us banish all the old things and 
go out on to the shaded avenues and over 
the lawns and up to the wonderful foun- 
tains. There we can breathe freely and 
think clearly of those within who are shap- 
ing the destiny of mankind. 

The above facts may be used as a basis 
for a history lesson. Pictures to emphasize 
the splendor of Versailles may be obtained 
from the public library. Let the children 
write letters home to their families as if 
they were members of the Wilson party. 
Encourage each one to follow closely the 
events which shall take place at Versailles. 


A JUNIOR LEAGUE OF NATIONS 

How would you like to help form a Junior 
League of Nations? There arc no dues, no 
rules, no president. Every boy and girl in 
the world may be a member if he is for: 

Playing fair — no fouls. 

Helping the fellow who is down to get 
back on his feet. ' 

Sharing the good things. You know the 
way the boys in camp always divided their 
boxes from home so that every companion 
had a bite. 


Smiling when things go wrong. 

Maybe you can think of other things the 
Juniors will stand for. If we join the 
Junior League now we will be ready for 
the Senior League later on. That’s reason- 
able, isn’t it? 

Learn this poem, and repeat it to remind 
you of your membership in the Junior 
League of Nations: 

Let us join our hands together, 

Form a league of love and friendship, 
Form a league to help the weak ones. 

We shall make a nation greater 
Than the greatest of old nations, 

Than the greatest of the present. 

MAKE THIS CHART 

Use the map on page 3. How much of 
Germany does Prussia occupy? See how 
small a territory was left for twenty-four 
states and one imperial territory. Draw a 
chart like the one below. 



/hat does the chart tell us? Compare 
this plan of representation with that of the 
forty-eight states of America where even 
the smallest states have two senators each. 
How do we get our number of representa- 
tives? 

HELP THE BACK-TO-SCHOOL DRIVE 

The intermediate grades have suffered 
heavily from the war’s demand for children 
in industries. The teacher will find sugges- 
tions in this number for helping the Baek- 
to-School Drive. Remember John and Alice 
who left your school to go to work may be 
influenced to come back to school if you go 
to see them. If you can’t do that why not 
write to them. Don’t forget them. They 
need you. 

THE PIPE OF PEACE 

The material for this exercise is part one 
of Longfellow’s Song of Hiawatha. The 
exercise may be used for reading, discus- 
sion, and dramatization. 

War is over, the armistice is signed, and 
peace is coming. How is peace being made 
at Versailles? There was another way of 
making peace in the old Indian days. De- 
velop the coming together of the tribes and 
the smoking of the peace pipe, or Calumet. 
Once Gitche Manito, the creator of the na- 
tions, tiring of the continual wars upon 
earth called all his tribes together to smoke 
the peace pipe. As we read the poem 


watch for points of similarity between the 
wars in Indian days and the wars of today. 

The reading of the entire part one. 

Reading of the poem at first silently by 
the children. Discuss the vivid pictures in 
the first part. How did the Master of Life 
make the tribes assemble? Who saw the 
Pukwana? What do prophets do? Read 
the prophet’s interpretation of the Puk- 
wana, making your voice rouse and warn 
the nations. 

Begin, “Down the rivers, o’er the 
prairies.” Read of the coming of the war- 
riors, being sure to emphasize the great 
number of tribes, as many as there are 
nations assembling today, perhaps. 

“And they stood there on the meadow.” 
Make your reading flash out the bright pic- 
ture. Be sure to show how they glared at 
one another, how they hated one another. 

“Gitche Manito, the mighty, the creator 
of the nations.” Find words in this part 
of the poem which express the kind of 
voice you will use- when you read his speech 
(majestic, warning, chiding). 

Read Manito’s speech to his children. 
What did the Indians have for their own 
that all nations have today? Choose two 
lines from his words which would be splen- 
did for us to use today. 

(“All your strength is in your union, 

All your danger is in discord.”) 

What did Manito promise the people? Do 
you know of any phophets in Bible times? 
Any great deliverer in early England ? To- 
day we call such a deliverer a great man. 
Name some men who work just as hard as 
did Hiawatha or Arthur for their country’s 
good. 

“From the river came the warriors.” 
When you read of the action of the war- 
riors, make your voice show their eager- 
ness. Be sure to compare the water above 
and below them. 

Read the rest of the poem showing grati- 
tude to the great Manito for his wonderful 
service to mankind. 

Dramatization of the Peace Pipe may 
follow the reading. One pupil may read 
of the action while the rest of the school 
acts it out. Gitche Manito will speak to his 
warriors. The warriors must show by face 
and body what is going on in their minds. 
After the play the criticism will be based 
upon the power of facial and bodily expres- 
sion of the tribes and the majestic, chid- 
ing, warning voice of the Master of Life. 

Use “The Peace Pipe” as a model and 
write a play based on the present situation. 


FOLLOW OUR PRESIDENT 

Have at hand a map which enables you to 
trace the President’s journey to and through 
Europe. Follow from the papers to see 
where he travels. A small red, white, and 
blue disk of paper may be pinned on the 
map to show’ where he is, and moved wdien 
news comes of a changed location. 

The President kept in touch with Wash- 
ington w’heh he w r as on the ocean by means 
of the wireless tov’ers at Fort Myer sta- 
tion. How long ago would this have been 
impossible? Who made the dream of wire- 
less come true? Tell something about him. 
Perhaps some boy can describe the wire- 
less, or better still, build a model of a wire- 
less plant and explain just how it is 
operated. 


14 


NATIONAL SCHOOL SERVICE 


December 15 , 1918 


Oppr Grad 

,es dil j 

fifl 

iSdke 

)©1 



JUST BEFORE CHRISTMAS 

Remember, teachers, this is the time for 
saying, “I’m as good as I can be.” Boys 
and girls who say that will have: 

Clean hands and nails to keep away the 
Goblin Influenza. 

Clean plates to put General Economy in 
marching trim. 

Clean furnaces to encourage King Coal in 
his winter’s task. 

Clean clothes to avoid the disappearance 
of the Fairy, Soap. 

Clean words to aid Father Time in mak- 
ing fine men and women. 


SOME HOOVER JINGLES 

Let the children write Moother Goose 
jingles on food conservation. It will make 
them think of ways to save food. These 
samples may start the ball : 

Little Boy Blue, come, blow your horn 
And tell all the people to use more corn, 
To use more corn and save the wheat 
So the children in Europe will have it to 
eat. 

Jack and Jill went to the mill 
To take their corn and barley. 

They saved their wheat and saved their 
meat 

To send to brother Charlie. 

Little Jack Horner sat in a corner 
Thinking of Hoover and food. 

Though not at all handy he gave up his 
candy 

And said, “Don’t you think I am good?” 


TEN RULES OF LIFE FOR MID- 
SHIPMEN 

Locate Annapolis on the map. What 
great national institution is there? What 
do the boys become? Rear-Admiral Eberle, 
superintendent of the Naval Academy gives 
the following ten rules designed to meet 
the needs of those in the naval service, but 
the principles apply to those in military 
service also. Do they apply to us ? 

Do your day’s work every day. 

Strive to make 100 per cent in ev- 
erything you undertake. 

Obey orders cheerfully, honestly, 
and conscientiously. 

Do your full duty on time, all the 
time. 

Practice self-control and self-denial. 

Be considerate of others. Be help- 
ful, and cheerful, and courteous. 

Don’t be a “growler” or a “sea-law- 
yer” or a “drifter” or a “dud.” 

Be true to yourself, to your mess 
mates, to your task. Be true to the 
great naval service to which it is your 
priceless privilege to belong. 

Always steer a straight course and 
answer with a cheerful “Aye, Aye, 
Sir!” 

Be a man and never say die. 
“Sea-lawyer” is one who is ready to tell 
his superiors how to run things. “Drifter” 
is a small boat which has no control within 
itself. “Dud” is a word borrowed from the 
western front meaning a projectile which 
will not explode, otherwise a “dead one.” 


THE LEAGUE OF NATIONS 

In all schools, when pupils are able to 
appreciate the questions involved, time 
slum Id be given to a discussion of the 
League of Nations. This will be one of 
the most important matters that the Peace 
Conference will consider. 

Ancient Leagues 

As a preliminary to the discussion of the 
topic itself, teachers should first talk about 
the leagues of nations which have been 
formed in the past. If the class has been 
studying ancient history, emphasize the 
various leagues and associations of the 
Greeks. In Medieval history, the Crusades 
will serve t® illustrate the idea of a league 
of nations. The acts of the Medieval 
church in establishing the truce of God 
and the Peace of God acted in somewhat 
the same way that a League of Nations 
would act. The religious leagues of the 
seventeenth century and those of European 
nations at the time of Napoleon and, later, 
the various German confederations, and 
many other similar associations for inter- 
national action, furnish illustrative mate- 
rial for modern history. • 

Colonial Leagues 

To pupils who are familiar only with 
our own history, the New England Con- 
federation, the organization of the colonies 
under the continental congresses, the 
Articles of Confederation, and the Con- 
stitution furnish instances of the associa- 
tion of otherwise independent communities 
for mutual advantage. In each case the 
communities had to give up some of their 
rights in order to get certain advantages. 

Lessons of the War 

Finally the cooperation of the Allies and 
this country in the present war should fur- 
nish precedents for the solution of similar 
problems when a League of Nations is 
formed. 

In discussing the formation of the 
league, the teacher may have the dif- 
ferent pupils suggest sacrifices that dif- 
ferent nations might have to make in order 
to bring about such a league. The dif- 
ferent methods of coercion possible will 
furnish material for discussion. Finally a 
consideration of the alternative to the 
league, the constant threats of a greater 
and more terrible war than the one just 
ended, should be definitely brought to the 
attention of the pupils. 

^ 

BEGINNINGS OF THE WAR 
Lesson I. 

With geographies open, recall the fact 
that Slavs inhabit Serbia and Montenegro. 
Have the pupils point to the southern por- 
tion of Austria-Hungary bordering on the 
Adriatic Sea as far north as Pola. State 
that most of the inhabitants of this region 
belong to the Slavic race, near kinsmen to 


the Serbs and Montenegrins. Recall also 
the dates of the Balkan Wars (1912-1913). 
Notice two points with reference to Serbia: 
(1) her increased territory and (2) her 
comparatively exhausted condition as a re- 
sult of these wars and her unfitness for war 
with a larger and stronger neighbor. 

Austria’s desire to crush Serbia in 1913. 
The attempt blocked by Italy and Germany. 
Italian refusal to join in an offensive war 
as contrary to the terms of the Triple 
Alliance, and Germany’s refusal based on 
her own unpreparedness for war. 

Development of secret revolutionary so- 
cieties of Slavs in Serbia and southern 
Austria-Hungary. The purpose, to secure 
the union of Serbia and southern Austria- 
Hungary. Underlying motives (1) to se- 
cure political rights for the Slavs in south- 
ern Austria-Hungary and (2) to secure an 
outlet to the Adriatic Sea for Serbia. 

The assassination of the heir to the 
Austrian throne, Archduke Francis Ferdi- 
nand, and his wife, June 28, 1914, at Sera- 
jevo in Austrian territory, by a Slav who 
was an Austrian subject. 

Austria’s opportunity for war. The at- 
titude of Italy and Germany; Italy’s re- 
fusal as before; Germany’s readiness. 

At this point begin the construction of a 
blackboard outline : 

Germany’s Responsibility. (1) German 
preparedness: navy, army, air craft, sup- 
plies, enlargement of the Kiel Canal. (2) 
The Potsdam Conference, July 5, 1914. 
“Everything is ready.” (Point 2 to be 
left unfilled until after Point 2 in next 
heading.) 

Austro-Serbian .Question. (1) Austria’s 
attempt at war on Serbia, 1913; attitude 
of Italy and Germany. (2) Assassination 
of the Archduke, June 28, 1914. (3) Ulti- 

matum of Austria to Serbia, July 23, 1914 


The policy of the United 
States Employment Service is 
to discourage all children un- 
der 16 years of age from leav- 
ing school to enter industry. 

In the placement of any 
child this Service will conform 
to the Federal regulations with 
regard to the employment of 
children. In States where the 
age and hour standards pre- 
scribed by State laws are high- 
er than federal standards the 
policy will be to conform to 
the requirements of the state 
law. 

In placing children in in- 
dustry every effort must be 
made to place them in suitable 
positions and to investigate 
the conditions under which 
they will work . — United States 
Employment Service, Depart- 
ment of Labor. 


December 15 , 1918 


NATIONAL SCHOOL SERVICE 


15 


'(time limit-— 48 hours). Ten points, the 
most important points were (a) Serbia was 
to break up all revolutionary societies, (b) 
to suppress all newspapers in sympathy with 
the Jugo-Slav movement, (c) to permit 
Austrian officials to enter Serbia in order 
to punish those who aided in the assassina- 
tion, a reflection on the honor of Serbia. 
(4) Serbia's answer (a) accepted eight or 
ten points, (b) offered to refer the two 
other points involving the nation’s honor to 
a European council. (5) Austria rejects 
Serbia’s offer and declares war on Serbia, 
July 28, 1914. 

Lesson II. 

Continue the blackboard outline used in 
Lesson I. 

Proposals for preserving peace: (1) The 
work of Sir Edward Grey, (a) A confer- 
ence at London suggested to review 
Austrian demands and Serbia’s reply. The 
proposal accepted by Russia, France and 
Italy, refused by Germany, (b) The pro- 
posal for mediation by any method Ger- 
many thought reasonable. Germany de- 
clined to suggest any method. (2) "Russia’s 
attempts, (a) Telegram from Czar to the 
Kaiser, Austro -Serbian problem to be sub- 
mitted to the Hague Tribunal, (b) Two 
proposals L>y Russia that she would not 
enter into any conflict if Austria would 
modify her ultimatum on the two objection- 
able points until a European council could 
act upon them. 

Mobilization of Troops. (1) Austria 
against Serbia. (2) Russia (July 31, 
1914), not against Germany, but against 
Austria to protect Serbia. (3) Germany 
against Russia. France allied with Russia 
thus brought in. 

German ultimatums and declarations of 
war against Russia and France. (1) Ulti- 
matum to Russia, midnight, July 31, 1914. 
(a) To suspend military measures within 
12 hours. (b) Russia’s failure to de- 
mobilize under threat, (e) Declaration of 
war by Germany, August 1, 1914. (2) 

Ultimatum to France, answer demanded 
within 18 hours, (a) Questioned France as 
to attitude in ease of war between Russia 
and Germany. (b) Answer — “France 
will do what her interests dictate,” fol- 
lowed by French mobilization, August 1, 
1914. (c) Declaration of war by Germany, 

August 3, 1914. 

Emphasize German responsibility for the 
war. (1) Her preparedness, (2) her dila- 
tory or negative attitude toward all pro- 
posals for peace. 

SALVAGING AND SAVING 

The new problem of our people is that 
of adjusting themselves to the new condi- 
tions resulting from the shifting of in- 
dustry and man power to a peace basis. 
Already many thousands of workmen and 
workwomen have been laid off from war 
work. If there is a peace job for every 
war worker and for every home-coming 
soldier, it will pay lower wages than were 
paid for wor work. If there is a shortage 
of places, there will be an intense competi- 
tion for them which will result in a still 
further lowering of wages. 

There is only one way to prepare for the 
new emergency. That is to save and to 
salvage. These two words, originally mean- 


ing the same thing, now have different 
meanings. To save is not to spend or to 
use. To salvage is to use to the uttermost. 

All the millions of fighting men in all 
the countries wont to change their soldier 
uniforms for citizens’ clothing. This will 
take all the surplus wool for a year, and 
the price of woolen goods will continue to 
be high. 

Shoes must be repaired again and again, 
for leather is scarce, due to the shortage 
of cattle in all countries. The population 
of the United States has increased 20 per 
cent in the past ten years and the number 
of cattle has increased only 2 or 3 per cent. 

We have watched the prices of metals 
jump to two or three times their before- 
the-war value. It will be at least a year 
before a full supply of some of these metals 
is available. Don’t use metals in a way 
that does not get the full use out of each 
ounce. Don’t leave farm machinery in the 
open. Keep iron fences and other exposed 
metal fixtures of your home well painted to 
keep them from rusting. If there is any 
w-aste metal around the house salvage it by 
selling it to the junk man, whose business 



it is to see that it goes to some factory that 
can again put it into usable shape. 

Schools can do much in salvage work of 
this sort, and at the same time accumulate 
a fund to use for Red Cross or other school 
purposes. The teacher should appoint a 
committee of pupils to look after the col- 
lection, storage, and sale of each sort of 
junk. Waste paper brings different prices 
according as it is newspaper, magazines, or 
books, or pasteboard. These different classes 
should be bundled and sold separately. 
Waste rubber and metals bring good prices. 
If the school is not in a town where there 
is a junk man, arrangements may be made 
to store the waste until the pupils have 
gathered a quantity large enough to send 
to the buyer by freight or truck. 


THE SOLDIER’S SONG 

So it’s home again, and home again, Amer- 
ica for me ! 

My heart is turning home again, and there 
I long to be, 

In the land of youth and freedom beyond 
the ocean bars, 

Where the air is full of sunlight, and tho 
flag is full of stars. 

— Henry van Dyke. 


WAR AIMS AND PEACE PROGRAM 

“America’s War Aims and Peace Pro- 
gram” is the latest number in the War In- 
formation Series published by the Com- 
mittee on Public Information and dis- 
tributed free upon application to its offices 
in Washington, D.C. This pamphlet con- 
tains all of President Wilson’s utterances 
with reference to peace, the more important 
statements coming from the Allied and 
enemy states, the negotiations leading up 
to the German armistice, and the armistice 
provisions. The appendix contains a valu- 
able discussion of the development of the 
idea of a League of Nations. 

A STORY OF BELLEAU WOOD 

A French officer w r ho commanded a body 
of French troops fighting fiercely and al- 
most hopelessly in Belleau Wood near 
Chateau-Thierry, since then officially desig- 
nated by the French Government as the 
Wood of the Marine Brigade, told me that 
when they had arrived almost at the point 
of total exhaustion, suddenly the Americans 
appeared rushing to the rescue. One of the 
American officers hurried up to him, saluted 
and said in execrably pronounced French 
just six words: “Vous-fatigues, vous-partir, 
notre job.” “You-tired, you-get away, our 
job.” And right nobly did they do their 
job . — Otto H. Ealm. 

ENGLISH IS HIS DUE 

“Many millions of people in America are 
reached through papers printed in some 
foreign language,” says Secretary Lane. 
If your school includes even one foreigner, 
can’t you give him some special w-ork in 
English? If every teacher in the United 
States helped one student to learn the lan- 
guage of his adopted land more than a 
half million foreigners a year would be 3n 
the road to reading at the common library 
table and thinking real American thoughts. 

WASTE IN LUXURIES 

So eminent an authority as ex-President 
Eliot, of Harvard, has compiled the follow- 
ing table showing the amount spent annu- 
ally for things that are more or less non- 
essential : 

Intoxicating liquors $2,200,000,000 

Tobacco 1,200,000,000 

Jewelry and Plate 800,000,000 

Automobiles 500,000,000 

Confectionery 200,000,000 

Soft drinks 120,000,000 

Tea and coffee 100,000,000 

Millinery 90,000,000 

Patent medicines 80,000,000 

Chewing gum 13,000,000 

Over five billions of dollars’ waste! Do 
we realize how much money this is? Five 
billions, enough to give each man, woman 
and child in the United States $50; enough 
if put into dollar bills and placed side by 
side to stretch around the earth sixteen 
times, or almost to reach the moon. 

It may bo interesting to call attention 
to the fact that this luxury bill is almost 
exactly the same as the country’s food bill. 
It is nearly five times the total amount 
spent on education of all kinds™ 



16 


NATIONAL SCHOOL SERVICE 


December 15 , 1918 


A LEAGUE OF NATIONS APPROVED 

VIEWS OF LEADERS OF THE ALLIED GOVERNMENTS 


"A general association of nations must be formed, under 
specific covenants, for the purpose of affording mutual guaran- 
tees of political independence and territorial integrity to great 
and small states alike.” — President Wilson, January 8 , 1918 . 

‘‘The constitution of that League of Nations and the clear 
definition of its objects must be a part, is in a sense the most 
essential part, of the peace settlement itself.” Some necessary 
conditions were stated by the President as follows: “No 
special or separate interest of any single nation or any group 
of nations can be made the basis of any part of the settlement 
which is not consistent with the common interest of all. There 
can be no leagues or alliances or special covenants and under- 
standings within the general and common family of the League 
of Nations. . . . And more specifically, there can be no special, 
selfish economic combinations within the League, and no 
employment of any form of boycott or exclusion, except as the 
power of economic penalty by exclusion from the markets of 
the world may be vested in the League of Nations itself, as a 
means of discipline and control.” — President Wilson, Septem- 
ber 27 , 1918 . 

“I think I do not mistake the current of public sentiment 
throughout our entire country, in saying that our people will 
favor an international agreement by which the peace brought 
about through such blood and suffering and destruction and 
enormous sacrifices shall be preserved by the joint power of 
the world.” — Ex-President W. H. Taft, September 26 , 1917 . 

“A court must be created to interpret the provisions of the 
treaty and apply them to detailed conditions. . . . There must 
be a commission of conciliation to settle questions of policy. 

. . . The Allies as a League of Nations must maintain a com- 
bined military and naval force as a police force, to restrain 
these children in self-government [the new republics set up in 
Europe] from violence, and to protect them from the possible 
bullying by the successors of the old imperial governments. 
They must maintain a police force to stamp out that enemy 
of mankind, bolshevism. . . . The conference in dealing with 
new situations is bound to lay down and elaborate principles 
of international law never before definitely agreed upon. In 
other words, the treaty of peace itself must have a League 
of Nations to enforce peace for half the world, with a court, 
a council of conciliation, a police force, and a quasi-legislative 
body to enact international law.” — Ex-President W. H. Taft, 
December 7 , 1918 . 

“A great attempt must be made to establish by some inter- 
national organization an alternative to war as a means of 
settling international disputes.” — David Lloyd George, British 
Prime Minister, January 5 , 1918 . 

“A large number of small nations have been reborn in 
Europe, and these will require a League of Nations to protect 
them against the covetousness of ambitious and grasping 
neighbors. In my judgment a League of Nations is absolutely 
essential to permanent peace. We shall go to the peace con- 
ference to guarantee that a League of Nations is a reality.” — 
David Lloyd George, November 11 , 1918 . 

“During the first month or six weeks of the war I said, 
quoting a phrase of Mr. Gladstone’s, that the ‘enthronement of 
the idea of public right’ was the 'best definition we could have 
of the ends of our war policy. And that idea, I added, could 
only be realized by a ‘real international partnership, based on 
the recognition of equal rights, and established and enforced 
by a common will.’ I venture to recall those words, lest it 
should be supposed that what we now speak of as the League 
of Nations was a mere afterthought. But there can be no 
question that President Wilson has done more than any states- 
man of the Entente to concentrate the minds, not only of his 
own people and of the Allies, but of neutral nations, and I will 
add, so far as they are allowed to hear and know the truth, 
of the enemy peoples themselves, upon this as our dominating 
and world-wide aim. It is this which, apart from, and in 
addition to, the special claims r-r.d special interests of this or 
that nationality, justifies the sacrifice which the great democ- 
racies are making of their blood and their treasure of the 


best resources of their manhood, of the brightest promise of 
their youth.” — Herbert H. Asquith, leader of the Liberal Party 
n Great Britain, July 4 , 1918 . 

“We must try to get some alliance, or confederation, or 
conference, to which these states shall belong, and no state 
in which shall be at liberty to go to war without reference to 
arbitration, or to a conference of the League, in the first place. 
Then if a state breaks the contract it will become ipso facto 
at war with the other states of the League, and they will support 
each other, without any need for an international police, in 
punishing or repairing the breach of the contract. Some of 
them may do it by economic pressure. This may apply 
perhaps to the smaller states. The larger and more powerful 
states may do it by the direct use of naval and military force. 
In this way we may not indeed abolish war, but we can render 
it a good deal more difficult in the future.” — Lord Cur son, 
June 26 , 1918 . 

“I will say this: If the peace of Europe can be preserved, 
and the present crisis safely passed, my own endeavor will be 
to promote some arrangement to which Germany could be a 
party, by which she could be assured that no aggressive or 
hostile policy would be pursued against her or her allies by 
France, Russia, and ourselves, jointly or separately. . . . 
The idea has hitherto been too Utopian to form the subject of 
definite proposals, but if this present crisis so much more acute 
than any' that Europe has gone through for generations be 
safely passed, I am hopeful that the belief and reaction which 
will follow may make possible some more definite rapproche- 
ment between the powers than has been possible hitherto.” — 
Sir Edward Grey, now Viscount Grey, formerly British Secre- 
tary for Foreign Affairs ; on the eve of the war, July 30 , 1914 . 

“The establishment and maintenance of a League of Nations 
such as President Wilson has advocated is more important 
and essential to secure peace than any of the actual terms of 
peace that may conclude the war. It will transcend them all. 
The best of them will be worth little unless the future relations 
of states are to be on a basis that will prevent a recurrence of 
militarism in any state.” — Viscount Grey, in June, 1918 . 

“Largely in vain will this war have been fought and all these 
sufferings endured if the peoples of the world are to fall back 
into a state of permanent alarm, suspicion, and hostility, each 
weighed down by the frightful burden of armaments.” — Lord 
Bryce, October 3 , 1916 . 

“The Chamber of Deputies, the direct expression of the 
sovereignty of the French people, expects that the efforts of 
the armies of the Republic and her allies will secure, once 
Prussian militarism is destroyed, durable guarantees for peace 
and independence for peoples great and small, in a League of 
Nations such as has already been foreshadowed.” — Resolution 
of French Chamber of Deputies, June 6 , 1917 , approved by' 
Senate. 

“Now that the heads of the Governments of the United 
States and Great Britain have pronouned in its favor, and the 
principle has been accepted from the tribune of the French 
Chamber by Premier Ribot, no one would venture to call the 
League of Nations a Utopia.” — Albert Thomas, former French 
Minister of Munitions, November, 1918 . 

“In a general way they desire to declare their respect for the 
lofty sentiments inspiring the American note, and their whole- 
hearted agreement with the proposal to create a League of 
Nations which shall assure peace and justice throughout the 
world.” — Allied note in reply to President Wilson, January 

11, 1917- 

“All states must be pressed to join a League of Nations for 
the prevention of wars. This involves the complete democra- 
tization of all countries. The rules on which the league shall 
be founded must be included in the treaty of peace. President 
Wilson’s four general principles of February 11 , 1918 , are 
accepted.” — Memorandum of ; war aims adopted by the Inter- 
Allied Labor and Socialist Conference, London, Feb. 3 , 1918 . 



NATI O NAL 

School Service 

DIVISION OF EDUCATIONAL EXTENSION, DEPARTMENT OF THE INTERIOR 
Volume I WASHINGTON, D.C., JANUARY 1, 1919 Number 9 


COMMANDERS OF OUR 
ALLIED ARMIES 


Brief Sketches of the Generals Whose 
Brilliant Deeds Won the Great 
War 

So far as fighting is concerned, the 
world’s greatest war is over. The Allied 
countries are now ringing with the praises 
of the heroic armies and generals who, in 
union with the naval commands 
and the statesmen at home, have 
achieved this result. 

Marshal Foch 

Foremost among the army 
leaders is- Marshal Ferdinand 
Foch (pronounced “fosh”). For 
40 years he has been a fore- 
most military figure in France, 
and he is now recognized as one 
of the world’s greatest generals. 

Like Joffre, Foch is from the 
south of France, but he has 
little of the emotional qualities 
traditionally ascribed to that re- 
gion. His features are those of 
the thinker, combining equally 
meditation and action, thought 
and will. For many years he 
was a professor of military 
strategy in, and later director 
of, the French war college, 
where he impressed his views 
and personality upon successive 
generations of French officers. 

His lectures on the art of war 
are embodied in at least two 
published books, and these have 
been valued very highly, even 
by the Germans. “To make war 
is to attack,” is one of his fa- 
vorite maxims. No one insists 
more than Foch on unquench- 
able courage and energy of 
action as well as on soundness 
of strategy. 

Foeh’s Brilliant Strategy 

In the first battle of the Marne, in Sep- 
tember, 1914, General Foch commanded 
three army corps in the French 'center. His 
despatch to General Joffre is famous: 

“Outflanked on the right; outflanked on 
the left. Situation on the whole excellent. 
Am going to advance.” 4 

His daring* maneuver in swinging the 
42nd Division out of action in one part of 
the line, in order to use it in attack in an- 
other part, was worthy of Napoleon. In 
October and November of that year, his 
■was the chief part in foiling the effort of 


the German Kaiser, in the first battle of 
Flanders, to break through to Calais and 
secure possession of the Channel ports. 

On May 15, 1917, General Foch became 
chief of the French General Staff; and 
when the Germans began their great drive 
in the spring of 1918, he was given the 
supreme command of all the Allied armies 
on the western front. On August 16, 1918, 
he was made Marshal of France, the highest 
military honor the French republic could 


bestow. To Marshal Foch more than to any 
other person is due the credit for the bril- 
liant campaign of the summer and autumn 
of 1918, which threw back the German 
armies and forced them to sue for peace. 

Field Marshal Haig 

Sir Douglas Haig, commander-in-chief of 
the British forces in France and Belgium, 
is another outstanding figure. He was born 
June 19, 1861, of an honorable family of 
Fifeshire, Scotland, and served for many 
(Continued on page 2) 


FIND WORK FOR RETURN- 
ING SOLDIERS 


Entire Nation Enlisted to Find Employment 
for Honorably Discharged 
Fighters 

With the approval of the Secretaries of 
War, Navy, Agriculture, Interior, and Com- 
merce and Labor, sitting together as a 
Council of National Defense, the United 
States Employment Service of 
the Department of Labor, with 
the assistance of the state 
councils and their community 
councils, has undertaken to 
organize in every city and town 
throughout * the country a bu- 
reau for the employment of re- 
turning soldiers and sailors. 

A general board of control 
will be established in Washing- 
ton, consisting of representa- 
tives of the following: the 
Army, the Navy, the Depart- 
ment of Agriculture, the Depart- 
ment of Labor, the Council of 
National Defense, the War 
Labor Policies Board, the War 
Industries Board, the Federal 
Board for Vocational Educa- 
tion, the American Council of 
Education, the American Fed- 
eration of Labor, the American 
Bed Cross, the Young Men’s 
Christian Association, the 
Young Women’s Christian Asso- 
ciation, the National Catholic 
War Council, the Jewish Wel- 
fare Board, the General War 
Time Commission of Churches, 
the War Camp Community Ser- 
vice, and the Salvation Army. 

In all communities through- 
out the country, community 
boards, operating with the com- 
munity labor boards of the 
United States Employment Ser- 
vice and the community coun- 
cils of defense, will be made up 
of the representatives of these organiza- 
tions. This places upon each community 
the responsibility of finding jobs for its 
own men who are released from service. 

How the Soldier Finds the Job 

Under the plan of the campaign, as out- 
lined, the soldier in the demobilization 
camp or on a transport will go to any wel- 
fare agent assigned to his unit, make claim 
of his needs for employment, and give his 
qualifications. The welfare agent will re- 
(Continued on page 3) 



General John J. Pershing, Commander of the American Armies 



2 


January 1, 1919 



NATIONAL SCHOOL 


COMMANDERS OF OUR ALLIED 
ARMIES 

(Continued from page 1) 
years in the cavalry arm of the British 
service. He was with Kitchener in 1898, 
in the advance from Egypt to Khartum 
against the followers of the Mahdi. He 
fought in the South African war (1899- 
1902), and also saw extensive service in 
India (1903-06, 1909-12). He reached the 
rank of major-general in 1904, lieutenant- 
general in 1910, and general in 1914. 

When Sir John French was recalled from 
the chief British command in 1915, Gener- 
al Haig was appointed in his place. After 
the battle of the Somme, in 1916, he was 
made a field marshal. It is now reported 
that, in recognition of his brilliant victories 
in the Allied offensive of 19.18, he is to be 
made a duke, with a grant of $2,000,000 to 
support the dignity of his new rank. For 
dogged fighting of the traditionally British 
sort, united with organizing and strategic 
abilities of the highest order, English his- 
tory can boast no one superior to the present 
British commander-in-chief. 


vance, but on October 24, 1918 — exactly a 
year from the defeat at Caporetto — a new 
Italian advance was begun on the Piave 
river. This broke and routed the Austrian 
armies, captured over 300,000 prisoners and 
5000 guns, and forced the Austrian com- 
mand to sign an armistice, November 3, 
which amounted to complete surrender. By 
this battle, General Diaz’ fame is estab- 
lished as a general fully worthy of fellow- 
ship with the other great leaders of the 
Allied cause. 

“Black Jack” Pershing 
Our own General Pershing was born in a 
modest home four miles from the little 
frontier town of Laclede, Missouri, on Sep- 
tember 13, 1860. His father was of good 
descent, but at that time was a section boss 
on a railroad; later he was a storekeeper, a 
farmer, and a clerk in a clothing store. 
Young Pershing’s earliest years were passed 
amid the stirring “bushwhacking” scenes 
of the Civil War in Missouri. When he was 
only 19 he taught a district school, and 
then attended the Kirksville, Mo., Normal 


SERVICE ft 


General Armando Diaz 


General Diaz, Italian Chief 

General Armando Diaz (pronounced 
de'ats), commander-in-chief of the Italian 
armies, was born in Naples in 1861. From 
the position of sub -lieutenant, which he held 
in 1891, he had worked his way up to the 
rank of colonel, when he was called to serve 
as chief secretary of. the General Staff. In 
the course of the Italian war with Turkey 
over Tripoli (1911-12), he was made a 
major-general. As commander of a divi- 
sion, and then of the 23d Corps, he served 
in the present war under the Duke of Aosta, 
distinguishing himself in the operations on 
the Carso plateau, near the head of the 
Adriatic, in May, 1917. 

October 24, 1917, the Italians suffered a 
severe defeat at Caporetto, through a sur- 
prise attack of the Austrians, preceded by a 
most elaborate “defeatest” propaganda, de- 
signed to break down the Italian morale 
at home and in the army. Following this 
disaster, General Diaz was made supreme 
commander of the Italian armies. He re- 
organized the forces so effectually that 
they not only stemmed the Austrian ad- 



Field Marshal Haij 



Foch, Marshal of France 


School. In 1882 he took a competitive ex- 
amination for appointment to West Point 
Military Academy, and secured the appoint- 
ment. He was graduated in 1886 and was 
assigned to the 6th Cavalry as second lieu- 
tenant. In the early years of his service he 
saw hard riding and active fighting in the 
Geronimo Indian campaign, under General 
Miles. In 1893 he became first lieutenant 
and was -assigned to the 10th (negro) Cav- 
alry. It was because of his service with this 
regiment that he derived the nickname of 
“Black Jack,” which has clung to him ever 
since. 

Pershing’s Varied Career 
After serving three years as command- 
ant of cadets in the University of Ne- 
braska, Lieutenant Pershing was sta- 
tioned as ah instructor at West Point. 
When the Spanish War came, in 1898, he 
applied for and was given active service 
with his old regiment (the 10th) ; and after 
the battle of El Caney, in Cuba, he was 
promoted to be captain. He then served 
in the Philippines. Here he showed such 


skill, both as fighter and administrator, 
that, in 1906, President Roosevelt promoted 
him from captain to brigadier-general, 
jumping him over the heads of 862 officers 
who were his seniors in service. 

General Pershing accompanied the Jap- 
anese army in Manchuria as American mil- 
itary observer during the Russo-Japanese 
War. In 1911-13, he was governor of Min- 
danao province in the Philippines, and put 
down the troublesome Moro insurrection. 
In August, 1915, he headed the American 
expedition into Mexico in pursuit of Villa, 
the bandit chieftain. 

Pershing in the Present War 

On the entrance of the United States into 
the European war, on April 6, 1917, General 
Pershing was selected to command the 
American Expeditionary Forces. As such 
he is the first American commander to lead 
troops in war on European soil. He was 
advanced from the rank of major-general 
to that of general, on October 8, 1917. 

Owing to the necessity of creating an 
army on a gigantic scale for a people hith- 
erto without a large military establishment, 
and of transporting and using that army 
over 3000 miles from its home ports, Gen- 
eral Pershing has been confronted with dif- 
ficulties greater than those of any European 
commander. He has surmounted these bril- 
liantly; and his leadership of the American 
forces at St. Mihiel and in the Argonne 
Forest, equally with the conduct of the 
troops themselves and the military organ- 
ization at their back, have won the highest 
praise from all quarters. 

Cooperation of Subordinates and Civilians 

A dozen or more other generals, in each 
of the Allied armies, might fittingly be 
mentioned, but these four are the ones who 
have had the supreme commands. To their 
energy, intelligence, and long and laborious 
preparation— through years of study and 
obscure service— is due the leadership which 
has been able to use, not merely the zeal 
and ability of their subordinates, but also 
the disciplined self-sacrifice of the rank 
and file and of civilian populations, and to 
bring all to a triumphant conclusion in 
making the world “safe for democracy.” 


n, of.w. 


1919 


January l, 1919 NATIONAL SCHOOL SERVICE 3 


STRATEGY AND TACTICS 

German and French Theories Contrasted 
in the First Battle of the Marne, 
and Subsequently 

“Strategy” and “tactics” are terms much 
used in describing military operations, and 
often in a figurative sense in non-military 
matters. But how many of us can dis- 
tinguish accurately between them! Still 
fewer, it may be assumed, would be able to 
describe even broadly the rival schools of 
military strategy which have been con- 
tending for the mastery in the great world 
war, now happily at its ending. 

Strategy has been described as the art of 
directing armies in the theater of opera- 
tions. Its units are armies, and its opera- 
tions campaigns. Tactics, on the other 
hand, is the art of disposing and maneuver- 
ing troops on the aetual field of battle. It 
concerns the movement of brigades, regi- 
ments, and companies, and takes special 
forms such as infantry tactics, cavalry tac- 
tics, trench tactics, and tactics of gas war- 
fare. 

Two Schools of Strategy 

There are two main schools of military 
strategy, the German and the French. 
These joined issue in the first battle of the 
Marne, and many times since. The Ger- 
man theory is best stated in the writings of 
von Schlieffen, head of the German General 
Staff from 1891 to 1905. The French theory 
is best stated in the writings of Marshal 
Foch, formerly head of the French War 



In the above map the main French armies 
are numbered with Arabic figures ; the ad- 
vancing German armies (indicated by ar- 
rows) are numbered with Roman numerals. 
The letters BR. mark the location of the 
British under General French. The battle of 
the Marne was fought roughly in the region 
between Verdun and Paris. The German 
strategy was to turn and envelop the Allied 
left with the German First Army, and to 
break loose the French Third Army, pivoted 
at Verdun, with the German Fifth Army. 
Both attempts failed, and the German First 
Army in its turn narrowly escaped being 
enveloped by the French Sixth Army, guard- 
ing Paris. 

College, and later the victorious command- 
er of the Allied and American armies on 
the Western front. 

The German Theory 

The German theory finds the model of a 
battle and the secret of a crushing victory 
in the battle of Cannae, which was fought 
between the Romans and the Carthaginians 
in Italy in the year 216 B. C. The German 
General Staff in 1914 tried to make of the 
battle of the Marne a vastly magnified re- 


production of Hannibal’s masterpiece. It 
was to be won by a superiority of force on 
both flanks and an extension of both wings 
beyond the enemy’s line, thus producing a 
complete envelopment of the enemy, a crush- 
ing victory, and the destruction or surren- 
der of the opposing army — the “battle with 
no morrow.” On a small scale this is the 
“pincers movement,” of which we from time 
to time hear in the press. This theory in- 
volves a widely extended front, of substan- 
tially equal weight in various sections, ad- 
vancing with equal speed on parallel lines, 
and with few troops held in reserve. It 
required in 1914 the violation of Belgian 
neutrality to get the needed length of front. 
It laid as much weight upon the German 
effort to push past and encircle the eastern 
end of the French main line around Toul, 
as it did upon the effort to push past and 
encircle the western end of the same line, 
first at Mons and later north and northeast 
of Paris. 

The French Theory 

- The French theory, on the contrary, in- 
volves an attack upon the enemy by a 
powerful advance guard or advance army, 
which is to feel out the enemy’s dispositions, 
and by fighting and if necessary retreat- 
ing on its reserves is to give to its side time 
to fix the line of battle and to distribute its 
forces in the light of this information. By 
its retreat, also, it is to draw the enemy on 
to give battle under the conditions thus 
chosen by the defense. This theory involves 
the idea of massing a crushing superiority 
of force — infantry, and especially artillery 
—at some point on the line, and breaking 
through or pushing back the enemy at that 
point so as to get an attack both in front 
and on the flank, the usual — one may per- 
haps say the normal — way of winning a 
victory. This strategy owes much to the 
first Napoleon in his earlier campaigns. 

German Plan Collapsed 

After the German plan on the Western 
front collapsed, and the line of trenches 
from Switzerland to the sea prevented a re- 
newal of that effort, the Germans seem to 
have turned to something like the French 
theory of heavy reserves, thrown in sud- 
denly in order to break through. Against 
the Russians the German theory succeeded. 
Against the French and British it failed. 

The strategy of Marshal Foch, on the 
other hand, brilliantly succeeded. It was 
applied in the Allied offensives which be- 
gan on July 18, 1918, and which did not 
cease until the German armies, reeling and 
disordered and with lines of communication 
cut, were forced to sign the armistice of 
November 11 as the only escape from crush- 
ing disaster. It was this sound strategy 
of Marshal Foch, brilliantly applied and 
backed by the unified command, the relent- 
less sea control of the British and American 
navies, the boundless resources and fight- 
ing troops of America, with the foreseeing 
statesmanship of President Wilson, which 
at length brought to naught the plans of 
the Central Powers. 

The Germans seek to find consolation for 
disaster in the alleged fact that their armies 
were “unbeaten.” When “unbeaten” armies 
give up the fight, it is proof positive that 
they recognize their cause as unworthy. 


FIND WORK FOR RETURNING SOL- 
DIERS 

(Continued from pago 1) 
port tho case to the representative of the 
United States Employment Service, sta- 
tioned in each camp, and the employment 
representative will report the case to the 
central board in Washington. The central 
board will notify the state director of the 
United States Employment Service in tho 
soldier’s home state, as to the need of this 
particular man. The state director will 
thereupon notify the town from which the 
man came, that this man is returning, and 
that he will arrive at about a certain time, 
and will require a certain kind of employ- 
ment. It will then be the duty of the local 
bureau to find for him that kind of employ- 
ment. 

In other words, a local bureau may be 
notified that there are eleven bricklayers, 
three automobile mechanics, and twenty- 
two carpenters returning to that city. If 
there is not employment for so many men 
the local bureau will notify the state direc- 
tor, who may be able to place those men in 
those occupations in their own district, or 
in adjoining cities or states. 

Schools to Aid Local Bureaus 

These local bureaus will also interest 
themselves in the education and the welfare 
of the returning soldiers, and for that rea- 
son it is desirable that wherever possible 
the schools of the country give whatever aid 
may be possible to the local bureaus. The 
necessity for this work is plain. Many 
soldiers are returning home. It is both a 
community and a national duty to see that 
as they come back everything is done to 
enable them to earn a livelihood in the posi- 
tions where they can do the most effective 
work. 

Coordinating the Work 

In every community there are many 
bodies, such as churches, lodges, local 
branches of national women’s organizations, 
the Red Cross, the Y. M. C. A., the National 
Catholic War Council, the Jewish Welfare 
Board, the Salvation Army, the American 
Federation of Labor, the War Camp Com- 
munity Service, and draft boards, which 
are preparing to find employment for the 
returning soldiers and sailors. Unless the 
efforts of these organizations are coordi- 
nated, the work will overlap, with corre- 
sponding loss in efficiency. 

The United States Employment Service 
is the official governmental organization 
charged with this coiidination. It has over 
1580 community labor boards throughout 
the country, each composed of one repre- 
sentative of employers, one of labor, and 
one of the Employment Service. It main- 
tains over 850 offices and is assisted also by 
many volunteer agents. Wherever possible, 
teachers should cooperate with these local 
boards in collecting information as to va- 
cancies which may be filled by returning 
soldiers. 

The food supplies of the world have been 
steadily lessening. It is the impact of this 
shortage which has knocked at every door 
in the United States. We hold it in our 
power and ours alone, to keep the wolf 
from the door of the world. This duty is 
wider than war — it is as wide as our hu- 
manity . — Herbert Hoover, May, 1917. 


4 


NATIONAL SCHOOL SERVICE 


January 1, 1919 


INCREASED FOOD SUPPLY 


Secretary Houston Commends Farmers for 
Their Part in Helping to Win 
the War 

“Striking but altogether too little known 
and appreciated” is the part played in help- 
ing to win the war by millions of men, wom- 
en, boys, and girls on farms and in or- 
ganized agricultural agencies, according to 
the recently published annual report of Da- 
vid F. Houston, Secretary of Agriculture. 
Within the last two years, the attention of 
the world has been directed to its food 
supply. The towns and cities, he points 
out, are directly dependent upon agricul- 
ture. Consequently, they are taking an in- 
telligent, constructive interest in the bet- 
terment of rural life. 

Wheat Acreage Increased 
For wheat and other leading cereals and 
for potatoes, tobacco, and cotton, farmers in 
1918 planted 289,000,000 acres, an increase 
over the preceding record year of 5,600,000. 
It is especially noteworthy, the Secretary 
points out, that, while the acreage planted 
in wheat in 1917 was slightly less than that 
for the record year of 1915, it exceeded the 
five-year average (1910-1914) by 7,000,000; 
that the acreage planted in 1918 exceeded 
the previous record by ^500,000; and that 
the indications are that the acreage planted 
during the current fall season will exceed 
that of any preceding fall planting. 

Growth of Food Supply 
Notwithstanding adverse climatic condi- 
tions in 1917, especially for wheat, and in 
1918, especially for corn, the Secretary re- 
ports that only 1915 has exceeded either 
1917 or 1918 in the aggregate yield of 
wheat and other leading cereals. 

“The estimated total for 1917,” he ex- 


plains, “was 5,796,000,000 bushels and for 
1918, 5,638,000,000 bushels, a decrease of 
approximately 160,000,000 bushels. But 
the available supplies for human food or the 
aggregate nutritive value will not be less in 
1918 than in 1917. Fortunately, the wheat 
production for the current year — 918,920,- 
000 bushels — is greatly in excess of that for 
each of the preceding two years, 650,828,- 
000 bushels, exceeds the five-year pre-war 
next to the record wheat crop of the Na- 
tion. The estimated corn crop, 2,749,000,- 
000 bushels, exceeds the five-year prewar 
average by 17,000,000 bushels, is 3.4 per 
cent above the average in quality, and 
greatly superior to that of 1917.” 

The number of pounds of beef for 1918 
is given at 8,500,000,000 pounds, as against 
6,079,000,000 for 1914, the year preceding 
the European war; and that the total for 
1918 of beef, pork, and mutton is given at 
19,495,000,000 pounds, as against 15,587,- 
000,000 pounds for 1914. 

Yields of Major Food Crops 
Yields in 1918 of the major food crops 
were as follows, according to unrevised 
estimates: 2,749,198,000 bushels of corn; 
918,920,000 bushels of wheat; 1,535,297,000 
bushels of oats; 236,505,000 bushels of bar- 
ley; 76,687,000 bushels of rye; 18,370,000 
bushels of buckwheat; 41,918,000 bushels 
of rice; 61,182,000 bushels of kaffirs; 390,- 
101,000 bushels of Irish potatoes; 88,114,- 
000 bushels of sweet potatoes; 17,802,000 
bushels of commercial beans; 40,185,000 
bushels of peaches; 10,342,000 bushels of 
pears; 197,360,000 bushels of apples; 
6,549,000 tons of sugar beets; 29,757,000 
gallons of sorghum sirup; 52,617,000 
bushels of peanuts. 

Striking Comparisons 
The estimated 1918 production of all the 
cereals, 5,638,077,000 bushels, compares 


with 5,796,332,000 bushels in 1917, and 
4,883,819,000 bushels, the annual average 
in the five-year period 1910-1914. On Jan- 
uary 1/1918, it is estimated there were on 
American farms 21,563,000 horses, com- 
pared with an average of 20,430,000 in the 
five years 1910-1914 ; 4,824,000 mules, com- 
pared with 4,346,000; 23,284,000 milch 
cows, compared with 20,676,000; 43,546,000 
other cattle, compared with 38,000,000; 
48,900,000 sheep (an increase, for the first 
time in many years, over the preceding 
year), compared with 51,929,000; 71,374,- 
000 swine compared with 61,865,000. 

The estimated 1918 production of beef, 
8,500,000,000 pounds, compares with 7,384,- 
007,000 pounds in 1917 ; 10,500,000,000 
pounds of pork, with 8,450,148,000; 495,- 
000,000 pounds of mutton and goat meat, 
with 491,205,000; 8,429,000,000 gallons of 
milk produced in 1918 was 141,000,000 
pounds more than the 1917 production; 
299,921,000 pounds of wool, 18,029,000 
pounds more than 1917 ; 1,921,000,000 

dozens of eggs, 37,000,000 dozens more; 
589,000,000 head of poultry, 11,000,000 
more than in 1917. 

With such favorable comparisons, show- 
ing a remarkable increase in food produc- 
tion, the record of the American farmer is 
“striking” and should be better “known and 
appreciated.” 

WORLD FOOD SITUATION 

A survey of European food conditions 
existing November 11, 1918, as reported by 
the United States Food Administration 
disclosed the following; Famine condi- 
tions in northwestern Russia, Finland, 
Poland, Bohemia, ' Serbia (including the 
territory westward to the Adriatic, and 
Armenia; food shortage approaching the 
famine point in Germany, Austria-Hung- 
ary, Rumania, Greece, and southwestern 



Value of Meat and Milk Produced in the United States in 1918, and Value of Livestock on Farms by States 


January 1, 1919 


NATIONAL SCHOOL SERVICE 


5 



Comparative Value and Value by States of all Crops Produced in the United States in 1918 


On the basis of prices that have recently prevailed, the value of 
all crops produced in 1918 and of live stock on farms on January 1, 
including horses, mules, cattle, sheep, swine, and poultry, is esti- 
mated to be $24,700,000,000, compared with $21,325,000,000 for 1917, 
$15,800,000,000 for 1910, $12,050,000,000 for 1914, and $11,700,000,000 for 
the live-year average. Of course, this greatly increased financial 
showing does not mean that the Nation is better off to that extent 


or that its real wealth has advanced in that proportion. Considering 
merely the domestic relations, the true state is indicated rather in 
terms of real commodities. The increased values, however, do reveal 
that the monetary returns to the farmers have increased propor- 
tionately with those of other groups of producers in the Nation and 
that their purchasing power has kept pace in the rising scale of 
prices . — David F. Houston, Secretary of Agriculture. 


Eussia (except Ukrania) ; serious food 
shortage in Switzerland, Italy, Bulgaria, 
and Turkey; a sufficient present food sup- 
ply, but future serious in Norway, Sweden, 
Denmark, Great Britain, France, Spain, 
Portugal, and Ukrania. The world’s food 
balance sheet in the different great groups 
of commodities, figured on the basis of 
avoidance of waste in exporting countries 
and on stringent war consumption in im- 
porting ones until the next harvest, is ap- 
proximately as follows : 

Wheat and Eye. — Sufficient supplies. 
The great stores in Austria, Argentine 
and other formerly inaccessible markets 
can be tapped. 

High Protein Feeds for Dairy Animals . — 
A shortage of about 3,000,000 tons of 
wheat feeds and of seed and bean meals. 

Other Feeds. — Sufficient supplies of oats, 
barley, and corn. 

Beans, Peas, and Eice. — Sufficient sup- 
plies. 

Fats. — A shortage of about 3,000,000 
pounds in pork products, dairy products, 
and vegetable’ oils. 

Beef. — The world’s supplies of beef are 
limited to the capacity of the available 
refrigerating ships. There is enough beef 
in Australia, Argentine, and the United 
States to load these ships, but there will be 
a shortage in importing countries. 

Sugar. — A shortage if the European na- 
tions increase their present short rations; 
otherwise, a normal supply for the United 
States. 

Coffee. — A surplus. 

The program of the United States Food 
Administration for the year 1919 calls for 


a shipment to Europe of about 20,000,000 
tons of foodstuffs, as compared with 
11,820,000 tons in the year ending July 1, 
1918, and an average three-year pre-war 
shipment of 5,533,000 tons. 


SPEED AMERICAN FOOD 
SHIPMENTS 


United States Shipping Board Urges Active 

Transport Service in Relieving Stricken 
Peoples of Europe 

The people of America must face the 
pressing problems of peace as patriotically 
as they faced those of war, if they heed the 
stirring appeal of Chairman Edward N. 
Hurley of the United States Shipping 
Board. In a recent letter Chairman Hurley 
asks the highways transport committee of 
the Council of National Defense to give 
all possible assistance in moving over the 
highways all food supplies intended for the 
relief of the famine-stricken peoples of 
Europe. The importance of the following 
appeal from Chairman Hurley should be 
made clear to every American who is anx- 
ious to help garner the finer fruits of 
victory : 

“Our merchant marine of to-day and to- 
morrow will carry a message of good will 
to the nations of the world. 

“Millions of cruelly starved folk face 
westward from every shore with mouths 
open to the promise of America. These 
must be fed — and then clothed — and also 
supplied with the other necessities of life. 


Our grand privilege is now here to restore 
life, strength, and hope to these peoples. 

First Step in Relief 

“Highways transport facilities at the 
farmers’ gate and — at every farmer’s gate 
— must immediately suggest the initial 
phase of overseas distribution. 

“The Highways Transport Service is the 
first step in the great system of transporta- 
tion to the sea and then on the merchant 
marine to the far points of the world. 

Needed Peace-Time Service 
“Food must begin to move soon from every 
hill, through every valley of the great coun- 
try behind our shores, down to the shipping 
points, before we can start our ships from 
the ports and fulfill our duty; and, with 
the promise of the war’s end before us, the 
highway’s transport committee throughout 
this land could and should render a peace- 
time service by stimulating highways trans- 
port of nourishment and supplies so badly 
needed. Routes and channels from ship- 
ping points must be opened up and ef- 
ficiently maintained, and our merchant 
marine must be built up to meet the de- 
mands for distribution overseas. 

“Resistance in any form to the free move- 
ment of farm products must be reduced 
and eliminated. 

“The United States Shipping Board 
urges that this message be carried through 
you and your regional chairmen to the 
State organization and on down through 
your great body of patriotic men whose 
vision can well embrace the crying need 
of their brothers in other lands for help.” 





6 


NATIONAL SCHOOL SERVICE 


January 1, 1919 


SCHOOL FOR ALL CHILD- 
REN 


Back-to-School Drive Championed by Doc- 
tor Peixotto, Specialist in 
Child Welfare 

‘‘’Back-to-School” is today the Govern- 
ment’s watchword because the Government 
knows that illiteracy is a personal and na- 
tional loss and that children at work when 
they should be in school forecast stunted, 
under-educated men and women, according 
to Jessica B. Peixotto, chief of the child 
conservation section of the field division of 
the Council of National Defense. The Chil- 
dren’s Bureau and the child conservation 
section particularly urge that nothing keeps 
the next generation from their schooling, 
and that every energy be bent toward safe- 
guarding the health of the growing child. 
It is at school that a child’s healthy body is 
made worth while to him. 

Fitting School to Child 
The Back-to-School drive appeals to the 
teacher to join forces with the labor au- 
thorities and with the organized laity to see 
to it that illiteracy be reduced to a mini- 
mum. Doubtless teachers have done much 
in their communities to try to prevent 
truancy and to enforce school attendance, 
to limit child labor, and to adapt school 
curicula to the aptitudes of children. Es- 
pecially those teachers who have already 
done something in the cause, should and 
will welcome this Back-to-School drive. 

Handicap of Too Early Wage Work 

The suggestion of the drive is that the 
teacher teaches young America itself the 
dangers of wage work before proper prep- 
aration for it and the falsity of the ambi- 
tion to go to work too early. Government 
and school authorities all over the country 
agree to something like this: When a 
talented boy or girl is forced to leave school 
as soon as the law allows even in order to 
contribute to an insufficient family income, 
the Nation and the boy are equally the 
losers. The child himself is the first loser. 
He rarely overcomes the handicap of lack 
of education. The community is an even 
greater loser. Where its children lack the 
training that gives them their fullest skill, 
intelligence and healthy energy, society 
loses. 

Illiterates Must Disappear 
Better than any others, teachers know this 
tragic connection between quitting school 
early and dead-end occupations; between 
nerves broken by too early wage-work and 
broken careers. If the Back-to-School drive 
succeeds, more children than ever before 
will be brought under school influence. The 
teacher’s opportunity widens. Therefore it 
is hoped that no teacher will feel this drive 
as an added duty thrust upon an already 
overburdened person. It is the very es- 
sence of the teacher’s profession to be inter- 
ested in the disappearance of the illiter- 
ate. The Back-to-School drive aims at 
nothing less. 

School Increases Earning Power 
The teachers of America can do at least 
these three definite things: 

First, they can give children concrete 
instruction about the dollars-and-eents val- 
ue of education, showing them facts such 


as the following taken from a table pre- 
pared by the United States Bureau of Edu- 
cation and quoted on page 5 of the Chil- 
dren’s Year Leaflet No. 8. This table com- 
pares the wages of children who left the 
New York City schools at 14 years of age 
with those who left at 18 years of age : 


Earnings per week of 
children who left 
school at 14, the end 
of grammar school. 

Age 

Earnings per week of 
children who left 
school at 18. the end 
of high school. 

$ 4.00 

14 


4.50 

15 


5.00 

16 


6.00 

17 


7.00 

18 

$10.00 

8.50 

19 

10.75 

9.50 

20 

15.00 

9.50 

21 

16.00 

11.75 

22 

20.00 

11.75 

23 

21.00 

12.00 

24 

23.00 

12.75 

25 

31.00 

Total salary till 


Total salary till 

25 years of age, 
$5,112.50 


25 years of age, 
$7,337.50 


At 25 years of age the boy who had re- 
mained in school until 18 had received 
over $2,000 more salary than the boy who 
left at 14, and was then receiving over $900 
a year more. 

Second, teachers can tell more fortunate 
children about the condition of the work- 
ing child, thus building a public opinion 
which will rebel with increasing insistence 
against the thought of any child being 
robbed of opportunity. 

Third, teachers can get the school chil- 
dren to engage in a series of contests. 
They can ask the children themselves to set 
forth in composition the object of the drive. 
They can institute a competition in posters, 
offering a prize for the poster showing best 
the objections to child labor or showing 
what is most worth while for the Nation’s 
children under 16. They can ask the chil- 
dren to prepare slogans on the reasons for 
school attendance until 16 years of age. 


THE CHANGING MAP 
OF EUROPE 

“Beaten upon land and frus- 
trated upon sea, those sole sur- 
viving autocracies with which 
we fought broke into frag- 
ments before the mandate of 
an idea, and the map of Europe 
changed more in a few days 
than it had changed in cen- 
turies. The aggregating pro- 
cess which had gone on 
throughout many hundreds of 
years, and which had been 
deemed essential to national 
self-protection, was not only 
stayed, but set at naught, and 
nations fell into pieces like a 
child’s picture puzzle, to he 
replaced in the general picture 
along lines of racial desire and 
a common culture .” — Report 
of the Secretary of the In- 
terior, Franklin K. Lane. 


INFLUENZA STILL RAGES 


Public Health Service Points Out Ways 
of Controlling the Spread of the 
Dread Plague 

Commenting on the nation-wide reap- 
pearance of influenza, Surgeon General 
Bupert Blue of the Public Health Service 
likened the present situation to that after 
a great fire. He said: 

‘•No fire chief who understands his busi- 
ness stops playing the hose on the charred 
debris as soon as the flames and visible 
fire have disappeared. On the contrary, he 
v continues the water for hours and even 
days, for he knows that there is danger of 
the fire rekindling from smoldering em- 
bers. 

“Unless the people learn to realize the 
seriousness of the danger they will be com- 
pelled to pay a heavy death toll from pneu- 
monia and other respiratory diseases. 

Common Colds Catching 

“It is encouraging to observe that peo- 
ple are beginning to learn that ordinary 
coughs and colds are highly catching and 
are spread from person to person by means 
of droplets of germ laden mucus. Such 
droplets are sprayed into the air when care- 
less or ignorant people cough or sneeze 
without covering the mouth and nose. It 
is also good to know that people have 
learned something about the value of fresh 
air. In summer, when people are largely 
out of doors, coughs, colds, and pneumonia 
are infrequent; in the fall, as people be- 
gin to remain indoors, the respiratory dis- 
eases increase. In the winter, when people 
are prone to stay in badly ventilated, over- 
heated rooms, the respiratory diseases be- 
come very prevalent. 

“Still another factor in the production of 
c-olds, pneumonia, and other respiratory 
diseases is carelessness or ignorance of the 
people regarding suitable clothing during 
the seasons when the weather suddenly 
changes. Sitting in warm rooms while one 
is too heavily dressed or, what is even more 
common especially among women, dressing 
so lightly that windows are kept closed, are 
very bad practices.” 

Hand-io-Mouth Infection 

In a recent meeting of the American 
Public Health Association at Chicago, rep- 
resentatives from the United States, Cana 
da, Mexico, and Cuba agreed that too little 
attention had been given to soiled fingers 
as agents in the spread of influenza. 

“I was impressed,” said Surgeon General 
Blue, “by the evidence pointing to hand-to- 
mouth infection as perhaps a very common 
means of spreading the disease. The same 
is true of infection spread through soiled 
eating and drinking utensils. One of the 
very interesting papers presented at the 
Chicago meeting described the experiences 
of various army camps in dealing with in- 
fluenza. The evidence presented appeared 
to show that the disease was less prevalent 
in those camps where thorough sterilization 
of mess gear was insisted upon, than where 
this was not done. 

“It would aid in our efforts to control 
communicable diseases generally if teach- 
ers would impress upon their pupils the 
importance of clean hands, and the pre- 
valence of hand-to-mouth infection.” 


January 1 , 1919 


NATIONAL SCHOOL SERVICE 


7 


TWO VIEWS OF GERMAN FRIGHTFULNESS 


A French View 

Eager as they were to meet the 
enemy, they did not know when 
they arrived the enormity of his 
crimes. That they might know 
how the German armies make 
war it has been necessary that 
they see towns systematically 
burned down, mines flooded, fac- 
tories reduced to ashes, orchards 
devastated, cathedrals shelled 
and fired — all that deliberate sav- 
agery, aimed to destroy national 
wealth, nature, and beauty, 
which the imagination could not 
conceive at a distance from the 
men and things that have en- 
dured it and today bear witness 
to it. . . . Should this guilt re- 
main unpunished, could it be 
renewed, the most splendid vic- 
tories would be in vain. — Presi- 
dent Poincaire, at a luncheon in 
honor of President Wilson, Paris, 
December 14, 1918. 


An American View 

Never before has war worn so 
terrible a visage or exhibited 
more grossly the debasing influ- 
ence of illicit ambitions. I am 
sure that I shall look upon the 
ruin wrought by the armies of 
the Central Empires with the 
same repulsion and deep indigna- 
tion that they stir in the hearts of 
the men of France and Belgium, 
and I appreciate, as you do, sir, 
the necessity of such action in the 
final settlement of the issues of 
the war as will not only rebuke 
such acts of terror and spoilia- 
tion, but make men everywhere 
aware that they cannot be ven- 
tured upon without the certainty 
of just punishment. — President 
Wilson, in responding to an ad- 
dress of welcome by President 
Poincaire, Paris, December 14, 
1918. 


TEACHERS HELP DURING 
DEMOBILIZATION 


Red Cross Home Service Asks Teachers 

to Help Give Aid and Information 
to Soldiers’ and Sailors’ Families 

The Red Cross has no allies more help- 
ful than the school teachers of the coun- 
try, according to T. Bryan Deacon, assist- 
ant director general of civilian relief of 
the American Red Cross. Teachers make 
public opinion, he declares — not all of it, 
to be sure — but certainly a large part. As 
the members of a respected profession, 
their judgment is valued by their com- 
munities. Their words are carried by their 
pupils into homes of every sort. What 
“teacher” thinks on public questions usu- 
ally takes precedence among children over 
ideas expressed by others. It is for this 
reason that the Red Cross turns to the 
teachers for help in getting the public to 
understand some of its plans for assisting 
our country to emerge from the war, a 
more wholesome and democratic place in 
which to live. 

Helping Disabled Soldiers 

One of the most important as well as the 
most appealing of the Red Cross plans is 
to help the Government carry out its pro- 
gram for the reeducation and reestablish- 
ment in life of the returned disabled sol- 
dier. The Government’s program provides 
for the most complete treatment and 
physical reconstruction of these men. They 
will be furnished with artificial limbs 
which the Government will keep in repair. 
They will have the very best opportunities 
for reeducation, and for placement in lucra- 
tive positions. They and their families 
will be supported while they are being 
trained. All this the Government is already 
doing through the Surgeon Generals of 
the Army and the Navy and through the 
Federal Board for Vocational Education 
and the Bureau of War Risk Insurance. 
The Red Cross service, while supplementary 
to that of the Government, is equally 
definite. It is caring for the man who 
needs assistance during the interval after 
lie is discharged from the Army' or Navy 
and before he becomes a client of the Fed- 
eral Board for Vocational Education, a 
civilian department of the Government. 

Caring for Families of Fighters 

The Red Cross looks after the welfare 
of the family while the man is being re- 
educated and placed. It explains to the 
men and to the families the opportunities 
which the Government is offering and en- 
courages the men to avail themselves of 
those opportunities and encourages the 
family to help him carry out his determina- 
tion. And finally, the Red Cross home ser- 
vice committees, who are doing all of this 
work, are pledged to help create a general 
public sentiment in favor of patient, hu- 
mane, and intelligent care for these men as 
against the tendency to make them objects 
of public adoration and ill-advised petting 
for a little while, after which comes the in- 
evitable reaction of neglect and depend- 
ency. By becoming informed on Miis sub- 
ject, each teacher can help tremendously to 
combat the latter tendency and thereby do 


a real service for the Government and for 
the men who deserve the best at our hands. 

Fitting Returned Men to Jobs 

The Government has not only made plans 
for taking care of the disabled soldier, but 
for the able-bodied man who comes back 
and finds that he needs to seek employ- 
ment. The Red Cross home service is co- 
operating in this employment service just 
as in the work of earing for the disabled 
men. 

Health Service for Fighters’ Families 

The Red Cross home service for soldiers 
and sailors and their families consists also 
in building up the health of those families 
so that the family will resume life after 
the demobilization period in a physical 
condition as good as or better than when 
the war began. 

With the growing appreciation that in- 
dividual health depends very largely upon 
the effectiveness of public health meas- 
ures, the home service folk are interesting 
themselves more and more in helping pub- 
lic health officials reach the people who need 
to be taught. The home service visitors are 
teaching soldiers’ and sailors’ families how 
to care for the babies, how to prevent the' 
spread of contagious diseases, are encour- 
aging them to removo physical defects, are 
showing them how to prepare food nutri- 
tiously, are teaching them what their rights 
and duties are under the laws for the pro- 
tection of public health, and are bringing 
he Itluul and relaxing recreation into their 
lives. 

Home service is, at bottom, teaching, 
not formally or in schools, but a kind of 
home instruction in practical every-day 
matters in which every home ought to be 
instructed, but in which many are not. 
The teachers of America can do much by 
«©operating with home service units in 
bringing information and assistance to 
soldiers’ and sailors’ families. 


SOLDIERS NEED BOOKS 

No fewer than two million books have 
already reached our soldiers overseas 
through the Library War Service of the 
American Library Association. Nearly 
four million books have been donated for 
use in camps and cantonments. Many 
more books are needed. Thousands of 
copies of the best books of fiction are 
wanted at once. The teachers, through 
their schools and communities, can help 
meet the need. 

With the signing of the Armistice, new 
problems arise in connection with the 
Library War Service. Thousands of the 
men are returning; but other thousands 
will remain for periods at present uncer- 
tain. They will be likely to be restless, 
and if they are not usefully occupied, their 
morale may be seriously impaired. 

The War Department has recognized this 
prospect and has given its sanction to a 
scheme of instruction for the soldiers, 
largely in vocational subjects, proposed by 
an army educational commission initiated 
by the Y.M.C.A. Under the plan thus pro- 
posed, the huts of all the Welfare organiza- 
tions will be used as classrooms, the in- 
structors furnished largely from the forces 
themselves, and textbooks supplied. 

The task of furnishing the reference col- 
lections needed to supplement the text- 
books, and the expert library service in- 
cidental to their use, fall to the American 
Library Association. The Association will 
expend the funds entrusted to it -for the 
purchase of reference books, but it still 
looks to the public to supply the recrea- 
tional literature needed. Let every school 
do its part to help. Books collected at 
school should be sent to the nearest public 
library. If there is no public library in 
your vicinity, notify Frank B. Hill, 124 
E. 28th Street, New York City, and in- 
structions will be sent for shipping the 
books without cost to you. 


8 


January 1, 1919 


NATIONAL SCHOOL. SERVICE 


National School Service 


Published Twice a Month During the School Year 
by the Division of Educational Extension, 
Department of the Interior. 


Mailed free to teachers. Subscription price to all 
others, $1.00 a year. Address all communications 
to National School Service, 5122 Interior Build- 
ing, Washington, D.O. 


EDITORIAL STAFF 

J. J. PETTIJOIIN, Director, 

Division of Educational Extension 

W. 0. Bag let Editor 

J. W. Searson Managing Editor 

Samuel B. Harding Historical Section 

Mabel Carnet Rural Schools 

Fannie W. Dunn Rural Schools 

Lula McNallt Cain Primary Grades 

Alberta Walker Intermediate Grades 

Chas. A. Coulomb, Upper Grades and High School 

ADVISORY EDITORIAL BOARD 

Mrs. Mary C. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colorado. 

J. A. C. Chandler, Superintendent, Public Schools, 
Richmond, Virginia. 

L. D. Coffman, Dean, College of Education, Uni- 
versity of Minnesota, Minneapolis, Minnesota. 

R. J. Condon, Superintendent, Public Schools, 

Cincinnati, Ohio. 

Thomas E. Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Education, 
Albany, New York. 

Miss Alice Florer, Assistant State Superintendent, 
Lincoln, Nebraska. 

Rev. Augustine F. Hickey, Diocesan Supervisor of 
Schools, Boston, Massachusetts. 

F. M. Hunter, Superintendent, Public Schools, 

Oakland, California. 

D. B. Waldo, President, State Normal School, 

Kalamazoo, Michigan. 

H. G. Williams, President, National Educational 

Press Association, Columbus, Ohio. 

STATE EDITORIAL BOARDS 

State Editorial Boards, each consisting of five 
members appointed by the State Superintendents, 
represent the classroom teachers of the several States. 


PROBLEMS OF RECONSTRUCTION 

With this issue National School Serv- 
ice passes to the Division of Educational 
Extension of the Department of the Inte- 
rior. The staff and the general policy of 
the publication remain unchanged. It is 
in this fact chiefly that the new director 
finds his warrant for hoping that in its 
changed relations National School Serv- 
ice may maintain the high standard of ex- 
cellence achieved under the guidance of its 
former director, Dr. Guy Stanton Ford. 

The ending of the active stage of the war 
alters somewhat the scope of this periodical. 
There are still war messages of the Govern- 
ment to be transmitted to the schools, such 
as the need for large production and saving 
of food, the continuance of thrift stamp 
and Liberty loan campaigns, and the gener- 
ous support of the Red Cross and other 
agencies ministering to our victorious sol- 
diers and sailors at home and abroad. New 
problems, however, arise with the approach 
of peace, and to the solution of these also 
the schools must lend their aid. The rehab- 
ilitation and placement of our returning 
soldiers; the reclamation of waste lands as 
a heritage with which to endow them; the 
furtherance of measures of our Govern- 
ment to prevent the recurrence of the 
scourge of war; above all, active aid in 
support of movements to assist our “melt- 
ing pot” in casting out the slag of alienism 
and disloyalty, and fusing foreign born and 
native born in a single, homogeneous, pro- 


gressive American stock, — these are some 
of the new “national services” for which 
National School Service bespeaks the 
active aid and support of the schools of 
America. 

The Division of Educational Extension 
is a new branch of the Department of the 
Interior, under the Bureau of Education. 
In addition to publishing National School 
Service the Division has for its purpose 
the direct service of the public in educa- 
tional ways, and especially through cooper- 
ation with state university extension organ- 
izations in making more available the pub- 
lications and other educative resources of 
the Government which are less widely 
known than they deserve to be. In both 
undertakings it asks the active aid of the 
600,000 teachers of America, to whom this 
periodical is addressed. 

J. J. Pettijohn, Director, 
Division of Educational Extension. 

- A reconstruction slogan: “Back to the 
School I ” 



If waste and prodigality are unpardon- 
able in times of war, it does not follow that 
they become virtues with the advent of 
peace. The waster is never less than a 
parasite upon society. Needless extrava- 
gance never was and never will be a virtue 
merely because it “puts money into circula- 
tion.” The war has forced home some of 
the elemental truths of economics. The 
schools can see to it that the recognition 
of these tenths does not lapse with the 
return of peace. 



The American people are idealists by 
both temperament and tradition. It was 
idealism that led them to espouse the cause 
of Cuba against Spain. It was idealism 
that refused a punitive indemnity from 
China at the close of the Boxer rebellion. 

It was idealism that welcomed the Chinese 

« 

students to American educational institu- 
tions as a substitute for an indemnity, 
and laid the basis of an enduring friend- 
ship between the two great republics of 
the Far East and the Far West. It was 


idealism that sent two million men to 
Franee and made quickly possible a demo- 
cratic victory. It is the idealism of the 
American people that today gives to Pres- 
ident Wilson his commanding influence in 
the councils of the allied and associated 
peoples. Among nations as among indi- 
viduals, repeated acts that are consciously 
consistent with ideals have a cumulative 
effect. They make for the integrity of 
national character. Every boy and every 
girl in our schools should know how and 
from what motives the nation is acting — 
should thrill with a new strength and a 
new pride when the act is right, and feel 
his or her share of the -shame if the act 
should chance to be wrong. 

Many if not most of the shortcomings 
of American education are due to the fact 
that the public schools are essentially local 
institutions. Owing to the inequalities of 
wealth, many communities are unable to 
support good schools. Other communities, 
although comparatively wealthy, are satis- 
fied with low standards. The result is a 
wide variation of educational opportunities 
not only among different parts of the coun- 
try, but also among the different communi- 
ties of each state and even among differ- 
ent districts within the same county. We 
are beginning to see that the educational 
backwardness of any single community is 
a matter of concern, not only to that com- 
munity, but to the nation as a whole. Gen- 
erally speaking, it is the schools of the 
sparsely settled districts that have suffered 
the most from the narrow “neighborhood” 
conception of educational responsibility. 
From the national point of view, it is these 
village and rural schools that are the most 
important, for in them more than one half 
of the citizens of the next generation are 
enrolled, and the great majority of these 
future voters will have no schooling else- 
where. 

Teachers everywhere, whether in rural 
or urban schools, will do well to join in a 
concerted effort to make one of the first 
great steps in educational reconstruction an 
immediate and thoroughgoing solution of 
the rural school problem. Surely our great 
democracy will not rest content until these 
glaring inequalities have been corrected. 


THE PEACE CONFERENCE AND THE SCHOOLS 

During the time that the Peace Conference is in session, teachers 
are urgently requested to give some time each week to discussions of 
the peace problems. 

It is strongly recolnmended that these “peace lessons” be given 
a definite recognition in the class schedule or daily time-table in 
order that the pupils may think of them as part of the regular school 
work. 

Every effort should be made to impress upon pupils of all grades 
the fact that they are living now through one of the most important 
periods of the world’s history. 


January 1, 1919 


NATIONAL SCHOOL SERVICE 


9 


THE NEED FOR AMERICANIZATION 

There can be neither unity in ideals nor in purpose unless there 
is some common method of communication through which may be 
conveyed the thought of the Nation. All Americans must be taught 
to read and write and think in one language; this is a primary con- 
dition to that growth which all nations expect of us and which we 
demand of ourselves. f 

What should be said of a world-leading democracy wherein 10 
per cent of the adult population can not read the laws which they 
are presumed to know? 

What should be said of a democracy which sends an army to 
preach democracy wherein there was drafted out of the first 2,000,000 
men a total of 200,000 men who could not read their orders or under- 
stand them when delivered, or read the letters sent them from home? 

What should be said of a democracy which calls upon its citi- 
zens to consider the wisdom of forming a league of nations, or passing 
judgment upon a code which will insure the freedom of the seas, or 
of sacrificing the daily stint of wheat or meat for the benefit of the 
Roumanians or the Jugo-Slavs, when 18 per cent of the coming citi- 
zens of that democracy do not go to school? 

What should be said of a democracy in which one of its 
sovereign States expends a grand total of $6.00 per year per child for 
sustaining its public-school system? 

What should be said of a democracy which is challenged by 
the world to prove the superiority of its system of government over 
those discarded, and yet is compelled to reach many million^ of its 
people through papers printed in some foreign language? 

What should be said of a democracy which expends in a year 
twice as much for chewing gum as for schoolbooks, more for auto- 
mobiles than for all primary and secondary education, and in which 
the average teacher’s salary is less than that of the average day 
laborer? 

What should be said of a democracy which permits tens of 
thousands of its native-born children to be taught American history 
in a foreign language — the Declaration of Independence and Lincoln’s 
Gettysburg speech in German and other tongues? 

What should be said of a democracy which permits men and 
women to work in masses where they seldom or never hear a word 
of English spoken? 

Yet, this is all true of the United States of America in this year 
of grace 1918, wherein was fought the second Battle of the Marne and 
the Battle of the Argonne Forest . — Franklin K. Lane. 


RURAL SCHOOL PROBLEM 


Country Schools to be Aided by Federal 
Grant, is the Plea of the 
N. E. A. 

“The Emergency in Rural Education” is 
the title of an interesting pamphlet just 
issued by the National Education Associa- 
tion, Washington, D.C. It shows that al- 
though 62 per cent of the total school en- 
rollment of the country is in the rural 
schools, the average school term is but 
137 days, or less than seven calendar 
months; salaries are much lower than in 
cities; and the equipment, including build- 
ings, grounds, furniture, and apparatus, is 
generally poor. In all these respects not 
merely are our rural schools worse off than 
the schools of the cities, but conditions are 
worse also than in most European countries. 

Rural Schools Need Strengthening 
“The weakest link in the chain of the 
nation’s education and civilization,” say 
the authors of this report, “is the rural 
school. It must be strengthened, let the 
cost be what it may. If the rural school 
fail, rural civilization will fail; if rural 
civilization fail, American civilization will 
fail.” Extensive readjustments in rural 
education are called for, so that it will 
better minister to economic needs, to social 
needs, and to spiritual needs. 

Minister to Economic Needs 
“The need was never before so great to 
teach the country folk how to make the 
most of these three great sources of wealth 
— soil, plant, and animal. 

“Should not country boys and girls be 
taught in country schools by teachers pre- 
pared to teach them the simple principles 
of soil conservation, of fertilization, of 
tillage and drainage, and their practical 
application to efficient farming? Should 
they not be given a knowledge of plant 
life and of its adaptation to soil and en- 
vironment, and of how to grow plants and 
to handle them most profitably? Of ani- 
mals, how to keep them, how to care for 
them, and how to get the most out of them? 
How much time does the country school 
give to the study of these — how much does 
the country teacher know about them? 

“Health, food, raiment, shelter — these 
are the elemental needs of life everywhere. 
They are more easily supplied in the coun- 
try than elsewhere, and yet, on the whole, 
more poorly supplied there. How much 
does the country teacher know about these 
essentials? How much does the country 
school teach about them? Sanitation, food 
selection and preparation, canning, sewing, 
dressmaking, millinery, home-making, and 
decoration should have a place in the educa- 
tion of the country girls in the country 
schools.” 

Social and Spiritual Needs 
Further, the rural schools must minister 
to the social needs of the community. 
“Good houses, good churches, good schools, 
good roads, good vehicles, good clothes, 
modern conveniences, and all other things 
that reduee drudgery, break up the isola- 
tion, add to the sociability, the comfort, 
the beauty and attractiveness of country 
life, cost good money, and the country boys 
and girls must be taught in the country 


schools how to make it out of soil, plant, 
and animal, and how to use it for the en- 
richment of country life.” 

The country school, in short, must be a 
social and recreational center of the com- 
munity, as well as an educational and in- 
dustrial one. At the same time it must 
minister to the spiritual needs of country 
people by teaching our country children 
something of the “revelation of the glory 
and beauty of God in His wonderful Book 
of Nature.” 

Provisions of Senate Bill 

The funds required for these improve- 
ments in rural education are recognized as 
greater than the rural states and communi- 
ties alone can provide. But the effects of 
the ills are felt by the nation as a whole, so 
federal aid in support of local educational 
effort is the remedy proposed. In this con- 
nection a summary is given of Senate Bill 
No. 4987, introduced by Senator Smith of 
Georgia, which provides for cooperation 
with the States through federal appropria- 
tions for equalizing educational oppor- 
tunity. No state can share in the appor- 
tionment until it has made provision for a 
legal school term of at least twenty-four 
weeks in each year. It must also provide 
for the enforcement of an adequate com- 


pulsory attendance law, and provide that 
the basic language of instruction in the 
common school branches in all schools — 
public and private — shall be the English 
language only. The bill also provides for 
cooperation with the states in health educa- 
tion and in preparing teachers for the 
schools, particularly the rural schools. It 
further declares that no money appro- 
priated shall be paid to any state unless a 
sum equally as large has been provided by 
said state or by local authorities for the 
purposes for which the appropriation is 
made. 

FREEDOM IS KING 

God said, I am tired of kings, 

I suffer them no more; 

Up to my ear the morning brings 
The outrage of the poor. 

Think ye I made this ball 
A field of havoc and war, 

Where tyrants great and tyrants small 
Might harry the weak and poor ? 

My angel — his name is Freedom — 
Choose him to bo your king; 

He shall cut pathways cast and west, 
And feud you with his wing. 

■ — Balph Waldo Emerson. 


10 


NATIONAL SCHOOL SERVICE 


January 1, 1919 



•PEACE CONFERENCE GEOGRAPHY 

Newspaper accounts of the peace con- 
ference have probably been discussed in 
your current events periods. As difficult 
as was the problem of winning the war 
are the many questions the conference 
has to answer. They deal with places all 
over the world. Get out your geographies 
and the maps in recent numbers of Na- 
tional School Service, and see if you can 
find all the places whose futures depend on 
this conference. 

First, there are all the colonial posses- 
sions of Germany. The conference must 
consider whether they are able to rule them- 
selves; or if not, who is to rule them. In 
Africa there are German East Africa, Ger- 
man Southwest Africa, Togoland, and 
Kamerun. Can you find them all? In 
Asia there is Kiau Chau. Then there are 
the islands of Samoa, New Guinea or Kaiser 
Wilhelm Land, and the Carolina, Marshall, 
and Bismarck Islands. Find them all. All 
belonged to Germany when the war began. 

Then there are lands which Turkey once 
ruled. Find Mesopotamia. England has 
conquered it from Turkey. The conference 
must decide who is to rule it. Find Con- 
stantinople. It was the capital of Turkey. 
What is there about its location that makes 
it very important to decide to whom it shall 
belong? To what straits does it guard the 
entrance. 

Finally there are new countries that will 
probably be formed from the ruins of the 
Central Empires. Find Poland. What three 
countries owned parts of it before the war ? 
Can you find in the encyclopedia or a his- 
tory if they have always owned it? Find 
Danzig. One question before the confer- 
ence ib whether to give Danzig to Poland 
or not. Can you see any reason why it 
would be good for Poland to own it? Find 
Ukrainia, Finland, the Jugo-Slavs. Of 
what countries did they form a part before 
the war ? 

For over a year, 150 American scientists 
have been gathering information and mak- 
ing maps necessary to help our repre- 
sentatives at the conference decide what 
ought to be done with all these problems. 
When President Wilson went to Europe, it 
took three army truckloads to get all this 
material on shipboard. 

— m — 

JOIN THE MODERN HEALTH 
CRUSADERS 

Not fit to be a soldier! One-third of 
our young men called o the colors had 
to be turned back, because they were 
weak or diseased, not fit to follow where 
the flag led. So, now that fighting of 
men against men has ceased, we are begin- 
ning a new fight, of men and women and 
boys and girls against disease and physical 
defect. We hope never again to have to say 
that one out of every three of our people 
is not fit for the work to which his country 
calls him. 

This modern crusade is being led by the 


united forces of the Red Cross, the National 
Tuberculosis Association, the National 
Council of Defense, and the Public Health 
Service. A Junior Red Cross Manual is 
now in the press, which sets forth an in- 
spiring program. A national organization 
of school children is provided, the Modern 
Health Crusaders, with four ranks, Page, 
Squire, Knight, and Knight Banneret. 
There are store cards, certificates of en- 
rollment, badges, a national tournament, 
and banners for the victors. The tourna- 
ment begins Februajy 1, and every rural 
school will want to enter the lists. 

There is to be, moreover, a crusade for 
better community sanitation. “They Shall 
Not Pass,” the immortal motto of the 
Marne, is applied to the insidious armies of 
disease germs, and campaigns are to be or- 
ganized in every community against the 
most dangerous disease carriers, house flies, 
mosquitoes, rats, and mice. These cam- 
paigns need to be planned in January and 
February. 

Be sure to get the new manual from the 
chairman of your Red Cross chapter com- 
mittee. 

sS 

A DILIGENT PATRIOT 

Boys’ clubs and girls’ clubs are important 
agencies of the Government in its efforts 
to increase food production, make better 
farmers and farmers’ wives, induce young 
farm folk to stay in the country, and en- 
courage young people in the country to edu- 
cate themselves in agriculture. There are 
pig clubs, calf clubs, corn clubs, cotton 
clubs, and many others. Then there are 
garden clubs, canning clubs, and just clubs. 
To the last belong boys and girls who aim 
to be useful in such ways as may fall to 
their lot. As an encouragement to these 
young people, the Department of Agricul- 
ture has prepared medals, bearing a four- 
leaf clover, which is pinned upon the breast 


of any boy or girl who is recommended by 
the proper authority as deserving because 
of four consecutive years of useful and suc- 
cessful endeavor in his or her club. 

A good many of these medals have been 
won, and worn with honor, but few have 
been more worthily attained than the one 
awarded recently to fifteen-year-old Ethel 
Lvngberg, who lives in Salt Lake County, 
Utah. 

During the last season, besides attending 
high school, Ethel plowed 60 acres, and har- 
rowed and leveled it for wheat, alfalfa, and 
beets, and helped her father cut hay. She 
also assisted with irrigation, in her father’s 
absence, turning the water on and off alone. 
She canned 660 quarts of fruit and vege- 
tables and dried many pounds. Meanwhile 
she was baking the bread for the family. 
During the summer 100 chickens grew to 
maturity under her care. In her spare mo- 
ments she knitted socks for soldiers. 

THRIFTY MOTHER GOOSE 

There was a wicked man and he had a 
wicked look; 

He was a wicked Kaiser; what he wanted 
he just took. 

He fought a wicked war and he said it was 
just right, 

Until some little Thrift Stamp just put 
him out of sight. 


Mary had a little card, 

Of saving stamps, you know 
And everywhere that Mary went 
That card was sure to go. 

And every time she earned some change, 
For doing well at school, 

She’d save it for another stamp, 

And soon her book was full. 

“Why does she work so hard for them?” 
The other children cry. 

“Because she’s saving money, dears,” 

The teacher did reply. 


Children enjoy composing jingles in imi- 
tation of the Mother Goose rhymes. These 
are sample jingles composed by children 
in the lower grades. 


RURAL HEALTH AND SANITATION 

Every means should be adopted to see to it that the benefits of 
modern medicine accrue more largely to the scattered populations of 
the rural districts. Formerly the urban communities were character- 
istically the homes of disease. They possessed all the disadvantages 
of concentration of population without adequate sanitary safeguards. 
Now no cities and very few of the larger towns are without substan- 
tial equipment in the way of drainage, sewage disposal, and hospitals. 
They have the services of specialists and of trained nurses. Very 
many of them provide free medical and dental clinics for people of 
limited means, have their schools inspected, and their "water and 
milk supplies regularly tested and safeguarded. As a consequence, 
among the inhabitants of the larger communities the ravages of small- 
pox, typhoid fever, and malaria have been in large measure con- 
trolled. The rural districts still have advantages; but a vast deal 
remains to be done to control such pests as mosquitoes and the hook- 
worm, to eliminate the sources of typhoid fever, and, even more, to 
give the country districts the advantages of modern hospitals, nurs- 
ing, and specialized medical practice . — David F. Houston, Secretary 
of Agriculture. 


January 1, 1919 


NATIONAL SCHOOL SERVICE 


II 


THE HEAD ON THE VICTORY STAMP 

Show one of the Victory Stamps. How 
many have one? Whose picture is on it? 
Why was Franklin chosen? 

Benjamin Franklin was an early apostle 
of thrift and industry, virtues developed by 
necessity in the early days of America, and 
redeveloped in our nation by the world 
needs of the last few years. When he was 
a very young man, he made his rules of life, 
one of which was to live very frugally until 
he had paid all he owed. 

Have a thrift program in honor of his 
birthday, which falls on January 17. The 
older pupils may find in “Poor Eiehard’s 
Almanac” his wise savings about thrift 
and economy: 

“Many a little makes a mickle.” 

• “Who dainties love shall beggars 
prove.” 

“Rather go supperless to bed than rise 
in debt.” 

“Make no expense but to do good to 
others or yourself; i.e., waste noth- 
ing.” 

Some of these may be memorized and re- 
cited by the younger children, some may be 
written on the board, some illustrated by 
original drawings. A sack of wheat, a dol- 
lar and its equivalent pennies, a strong wall 
of bricks, snowflakes and a sheeted field, 
are examples of the “mickle” made of 
“littles.” 

Stories found in the “Autobiography” 
may be told or read to illustrate Franklin’s 
habits of thrift and the wisdom of his rule. 
The whistle story shows how he learned very 
early the folly of thoughtless spending. 
The new china cup and silver spoon in which 
his wife one day came to serve his bread 
and milk, and the quaint and pretty pres- 
ents he sent her from England, illustrate 
the pleasant comfort toTvhich his life prac- 
tice brought him. 

Why do we call our savings stamps thrift 
stamps? Could every child buy a Thrift 
stamp in honor of the day, or save a penny 
or nickel toward the purchase of one, and 
tell how he saved to do it?. Which saying 
or story from Franklin’s life does each 
pupil’s story suggest? 


FOOD SAVING FRIENDS 

The world is short of food. Men cannot 
fight and raise food at the same time. Fine 
farms have been fought over and destroyed. 
Shiploads of food have been sunk. Grain 
elevators with all their contents have been 
burned. Tens of millions of people in Eu- 
rope are facing starvation. It is more than 
we can do to feed all the human beings who 
are in need. 

There are millions of other creatures who 
consume food. We do not want to feed a 
single one of them. They are the cater- 
pillars and bugs and grubs who devour our 
crops and destroy our fruit trees. How 
can we keep it from them? 

We have some little friends on the job. 
Out in the winter woods you hear a sound — 
“wliank, whank!” Circling around the 
trunk of a tree head down is a little gray 
bird, with a black band on the head and 
neck. It is a nuthatch. Nearby sounds a 
soft chorus: “Day, day, day, chiek-a-day!” 
More little gray birds, smaller yet, each 
with p black cap, and a black spot under the 


chin, twirl about small twigs and peck and 
peck. Perhaps there are others, slender, 
tiny black-aud-white warblers, the tufted 
titmouse with his bright black eyes and 
gray top-knot, the wee brown creeper, all 
of them pecking, pecking, pecking. Can 
you get near enough to them to see their 
slender sharp bills? What are they all 
pecking so busily? 

You cannot see them, but hidden in bark 
of the trees are tiny eggs or the winter 
sleeping eases called pupa, in which lie, 
waiting for the spring, millions of cater- 
pillars and other insects which would de- 
stroy every growing thing if it were not 
for these busy winter friends. Other 
friends there are too, who hammer away to 
find grubs hid deep in the trees. These are 
the woodpeckers, red-headed, downy, hairy, 
and others. They dig out the big fellows 
that the slender billed birds cannot reach. 
And all of them are saving food for human 
beings. 

Do you know these friends of ours? 
There are fine colored bird pictures which 
show just how they look. See how many 
of them you can learn to know. It is a 
pity not to know ones best friends. 


WORLD-PEACE ARITHMETIC 

The stupendous cost of war, not only in 
human life and suffering but in money, is 
one of the greatest arguments against its 
recurrence. To help children appreciate 
this fact and understand the significance of 
the movement for a League of Nations, 
which President Wilson so earnestly ad- 
vocates, try the following problems: 


CIVIC VIRTUES IN WAR ACTIVITIES 

Small children express their citizenship 
very largely in terms of service, in tho 
home, at school, and on the playground. 
And yet during the past year we have seen 
that our junior citizens have really had 
some conception of the larger citizenship 
of the nation and even of the rest of the 
world. 

Let us see what great eivie virtues have 
been developed by the war activities of our 
little Americans. Chivalry to the weak, 
liberty of choice, self government, neigh- 
borliness, self sacrifice, truth to one’s 
pledges, and loyalty to one’s country make 
a noble list. 

Continue to tell stories of the great war 
which illustrate these virtues. Seize every 
opportunity that affords the children a 
chance to serve. 

MARGARET’S LITTLE RED DRESS 

“Mother, may I wear my red dress to- 
day?” said Little Margaret on tho first 
school day after Christmas. “Please, 
mother, let me,” she begged. “I will take 
such good care of it.” 

“Come here, Margaret,” said her mother. 
“I will tell you a story while I comb your 
hair and get you ready for school.” And 


1 . The War Department reports the fol- 
lowing losses for our Expeditionary Forces : 
53,169 killed; 179,625 wounded; 2,163 
prisoners; 1160 missing. Find the total 
number of our casualties. 

2. What is the population of your 
county? Of the largest city in your 
county? Compare these populations (by 
long division) with the total casualties of 
the American army. 

3. A first-class battleship, fully equipped, 
now costs about $15,000,000. How many 
miles of hard road would this sum build 
in your state at a cost of $2000 per mile? 
How many consolidated schools would it 
build at a cost of $60,000 each? 

4. To fire some of the guns of modern 
ships costs $1200 for each shot. At $3 a 
month each how many French and Belgian 
war orphans would the cost of a single 
gun shot feed for a year? 

5. The total cost of the Great War to the 
United States alone has been about 
$18,000,000,000. Considering our popula- 
tion as 110,000,000 people how much is 
this per capita ? 

6 . At $3 a month for each pupil, how 
many years of high school tuition would 
this per capita cost of the war provide for 
country boys and girls who wished to take 
a high school course? 

7. The property destruction of the Great 
World War has been estimated at 2055 
million dollars for Belgium; 1680 millions 
for France; 875 millions for Russia; and 
at 43 millions for the United States. 
Find the total property destruction in the 
countries named and draw lines on a scale 
of one inch to 100 million dollars which 
will show these comparative losses. 


this is the story Margaret’s mother told: 

Last spring when it was warm and pleas- 
ant, a wise fairy knew that the little cotton 
dress you were then wearing would not be 
warm enough to wear this winter. So she 
started out to find something from which 
to make a fine warm dress. Soon she came 
to a green meadow. 

“Baa-a-a!” said an old gray sheep. 
“How I wish I could lay off my coat. I am 
so warm.” 

“Just the thing,” said the fairy. “But 
how can I help you get off that great coat 
of wool, Nannie?” 

“We will help you,” said some strong, 
sharp shears; and snip, snap they went 
until Nannie’s coat was all in a heap on 
the ground. 

“But the wool is not clean,” said the 
fairy. I 

“Swish, swish, swish!” said some soap 
and water, “we’ll show you what we can 
do.” And sure enough the wool was soon 
white as snow. 

“How nice!” said the fairy. “But that 
wool does not look very much like a dress.” 

“Perhaps we can help you,” said some 
strong combs called cards. 

Back and forth they went until the wool 
was all combed out. 

“Z-Z-Z ! ” sang the spinning wheels in the 



12 


NATIONAL SCHOOL SERVICE January 1 , 1919 


big factory. “We'll spin the rolls of wool 
into*skeins of soft, white yarn.” 

“S-S-S!” hissed the big kettle. “Dip 
the skeins in here and see what will hap- 
pen.” In went the snowy wool and out it 
came red as Christmas berries. 

“Slam, bang!” said the great loom at 
the big factory. “See what my shuttle 
will do!” > 

Sure enough, when the yarn had been 
placed in the frame, the shuttle flew back 
and forth until a long roll of cloth lay on 
the back of the loom. 

“That begins to look like a dress,” said 
the fairy. “Now who will help ?” 

“Here we are!” sang out a pair of 
scissors, a needle, and a thimble. 

“Now I know who will do the rest,” said 
the fairy, as she put the thimble on mother’s 
finger. 

“So I sewed the pretty red dress for my 
own little daughter,” said Margaret’s 
mother as she slipped it over the little girl’s 
head. 

“Thank you and all the others for the 
dress,” said Margaret. “I’ll take good care 
of it,” she added, as she ran off to school. 


CONSERVING CLOTHING 

Following the Christmas stories of shep- 
herds and pastoral life, which many primary 
teachers use at this season of the year, it 
might be well to give an added emphasis 
this year to a study of the sheep as the 
source of the wool supply. Talk of the 
value of wool; the great quantity used for 
soldiers’ clothing; the present high cost; 
the necessity for having warm clothing in 
the winter; the care of clothing; the 
hygiene of clothing, such as changing, 
cleaning, and airing; the danger of chang- 
ing during variable weather. 

Tell and dramatize the story of “Mar- 
garet’s Little Red Dress.” Let children 
talk about the time and labor it took to 
make it. Call the attention of the children 
to other articles of their clothing made of 
wool. Emphasis should be placed on chil- 
dren’s care of their clothing — keeping it 
clean, hanging it up properly, being care- 
ful at play, not throwing it about care- 
lessly. 

A QUEER SAVINGS BANK 

Tom had found an old bowl on the cup- 
board shelf, a lovely yellow bowl, with a 
verse written on it in brown; and when his 
mother read it to him, this is what it said : 

“Some hae meat and canna eat, 

And some would eat that want it, 

But we hae meat and we can eat 
And so the Lord be thankit.” 

Tom thought about it a long time, and 
when his sister Kate came in he showed 
it to her. 

“Why,” said Kate, “that is the bowl 
Grandmother sent to me from Scotland for 
my oatmeal when I was a little girl. And, 
Tom, the word meat doesn’t mean just 
beef and bacon and such things. It means 
everything we eat. We children in America 
have all we want and are thankful for it.” 

“I suppose sick people are those who have 
food and cannot eat,” said her brother 
thoughtfully. “But who would eat and not 
have any food?” 


“Why, Tom, have you forgotten the poor 
people of Europe?” asked Kate. 

“No, indeed, I haven’t,” said Tom. “I 
wish we could help them to ‘hae meat,’ too, 
sister.” 

“Well,” said Kate, “I have a plan. Let’s 
pretend the bowl is a bank and save food 
in it instead of pennies. Every time I go 
without sugar on my oatmeal or you take 
a small piece of butter instead of a large 
one, each will write it down on a piece of 
paper with his name and put the paper in 
the bowl.” 

“Agreed,” said Tom. “We’ll begin right 
now. At the end of a month we’ll count 
up and see who has saved most ‘meat’ for 
those who ‘want it.’ ” 

Read this story to the children. Ask 
what they think of Kate’s suggestion. How 
many would like to have such a savings 
bank in school? Let us get one and see , 
how high we can fill it with our savings 
statements in one month. Then we can write 
or print the verse on a neat card and fasten 
it on the bowl as a reminder. On the last 
Friday in the month we will count up our 
food savings and have a little jollification. 

^ 

SOLDIERS OF THE CLEAN PLATE 

Here is a simple exercise suitable for 
very small children who wish to take part 
in a food saving program: 

Select a dozen children of about the same 
size. Tie bibs about their necks and give 
each one a clean plate. The children 
march, keeping step to music. At a given 
signal they halt and face the audience. 
The first child begins by turning to its 


neighbor on the right, holding out a clean 
plate, and saying: 

“Neighbor, neighbor, see my plate, 
Every single crumb I ate, 

How’s the neighbor’s next to thee?” 

The second child answers, 

“I don’t know, but I’ll go see.” 

The questions and answers are passed down 
the line until the last child has been asked 
the question. He answers: 

“Very well, I thank thee.” 

At a signal from the piano the children 
raise their plates high above their heads, 
then march away to music. 

— m — 

UNCLE SAM’S NEW YEAR ACROSTIC 

Not a penny wasted. 

Every child should save food. 

Waste nothing. 

Your country still needs your help. 

Eat less fats. 

Assist the needy. 

Repair worn shoes and clothes. 


VICTORY SAVINGS STAMPS 

January will bring the new 1919 issue of 
Victory Savings Stamps. Show the chil- 
dren the new blue stamp with the profile 
of the head of Benjamin Franklin upon it. 
Make it clear that the thrift stamps have 
not changed in appearance. Review the 
facts concerning the price of stamps and 
the methods of exchange. Franklin’s birth- 
day is a good day for a thrift program. 



MOTTOES FOR AMERICANS 

We will walk on our own feet, we will 
work with our own hands, we will speak 
our own minds. — Emerson. 

Government of the people, by the peo- 
ple, for the people — Lincoln. 

All for each and each for all . — Swiss 
motto. 

I have always thought the actions of 
men the best interpreters of their thoughts. 
— Locke. 


STUDY PEACE CONFERENCE PROB- 
LEMS 

Following the suggestions found on page 
8 of National School Service, the 
teachers are urged to take up with their 
classes specific problems presented at the 
Peace Conference. 

The “Peace Problem” period will be a 
definite part of the day’s program. The 
papers daily reiterate the ideal of democ- 
racy. Have the children discuss the mean- 
ing of the word. It is a system, an or- 
ganization of the people, it is made by the 
people, and it is carried on for the people. 
Every man by casting his vote decides upon 
his leaders. These leaders make laws and 
preserve order. Point out the statements in 


the Declaration of Independence and in the 
Preamble to the Constitution which refer to 
the principles of Democracy. What is the 
meaning of President Wilson’s statement, 
“That the world may be made safe for de- 
mocracy.” 

Democracy must gain a victory at the 
Peace Conference. Children will be able 
to hold in mind the ideal and search the 
papers daily for expressions of it. 


RECONSTRUCTION THROUGH 
PRODUCTION • 

The busy Junior Red Cross members are 
pinning on their new buttons and rolling 
up their sleeves for another season’s work. 
Do they know that the war is over? Yes, 
and their hearts are glad. Do they think 
that the war’s end means stopping service? 
No, because they know sweaters and socks 
are needed by our men in cold Siberia, in 
northern France, and in Germany. The 
Winter is coming and each junior member 
wants the soldiers to be supplied with warm 
garments. 

No Junior wants “The Greatest Mother in 
the World” to have the experience of Old 
Mother Hubbard. Mothering all the or- 
phans is a giant task and clothes will wear 


January 1, 1919 


NATIONAL SCHOOL SERVICE 


13 


out, you know. Dresses and dresses and 
dresses, petticoats, and all the other things 
that little children need — these must be 
made for the children of war-stricken lands. 

Though war may never come again, 
there are terrible diseases, fires, and earth- 
quakes yet to be. These always leave desti- 
tute ones. Every spot in the world that is 
in need will be cared for by the busy 
Juniors. There are busy days now and 
busy days ahead. 


HEALTH IS WEALTH 

We must have health. Uncle Sam has 
learned some alarming facts about our 
bodies since the war brought so many 
youths under his care. Ilis workers, the 
Eed Cross, the National Tuberculosis Asso- 
ciation, the National Council of Defense, 
and the Public Health Service have united 
to carry on a health crusade during the 
months of February, March, April, and 
May — one third of a year. Send to your 
local chapter leader for the handbook 
“Common Sense in Health,” ARC 606, 
Supplement number 3. Then try for a 
place in the vanguard. Unfurl the banner 
“One Hundred Per Cent Health!” 


THE LAND OF EQUAL CHANCE 

Time: January, 1919. Place: At the 
edge of the land. On either side of the 
stage there are two small curtained win- 
dows. At the centre of the stage back, 
are two long steps leading to a dark closed 
curtain. Enter from one side Father Time, 
from the other Mother Space. 

Father T. Happy New Year, Mother 
Space! What do you carry so carefully? 

Mother Space. Shall I let you see ? [ Un- 
rolls her large map]. See, a land of rocks 
and rills, of woods and templed hills. Here 
are the broad prairies, here the great moun- 
tains full of treasure, afad down here the 
sweet, warm southern fields. 

F. T. [Looks at the unrolled scroll]. That 
seems to be a map of the United States. 

M. S. Most folks call it that. I call it 
the Land-of-Equal-Chance. 

F. T. An excellent name! 

M. S. By all the fields, mountains, cities 
and prairies, what sort of child do you 
think should live here? 

F. T. Leave that to me. [Calls.] Come, 
Young America. [Calls again and again. 
At last Young America, dressed as a hoy 
scout, pack on hack, enters cautiously. 

F. T. Come, Young America, Mother 



A Thrifty Food Saver 



Sabina Ann Spurns the Appeal of Mr. Candy in Order to Invest in War Savings Stamps 


Space gives you this chart to the Land-of- 
Equal-Chance. Go, the land lies beyond. 
It is your domain. 

Y. A. [Bewildered]. But what shall I 
do there? Is it a land of sleep? Must I 
go alone? • 

F. T. No, my child, you cannot go alone. 
Do you see these four windows? Go, draw- 
aside the curtains. 

Y. A. [Goes to the first window and 
draws aside the curtain. Above the win- 
dow is plainly printed “Action”]. Here 
am I, Young America. I must go on a 
journey. Will you go with me, Spirit of 
Action? 

Spirit of Action [Appears suddenly at 
the window]. Go! Yes. Wait a moment. 
[ Bounds to the stage.] Where are you 
going? 

Y. A. [Points to the curtain at rear]. 
There, Spirit of Action. What will you do 
if you go with me? 

S. of A. [Laughs]. I shall make your 
blood .dance and your heart beat high. I 
shall fill your hands with glorious work. 
Your muscles shall be strong with the doing. 

Y. A. 0, Spirit of Action, you make me 
want to start at once. I could not do with- 
out you. But, wait. [Goes to the second 
window, draws hack the curtain to see the 
word “Understanding.”] Come, friend Un- 
derstanding! 

Spirit of Understanding. Here am I, 
Young America. 

Y. A. I am going away, Understanding. 


Sp. U. So? Why do you go? 

Y. A. Action makes me want to go. I 
do not know exactly why. 

Sp. U. [Comes on the stage]. Then you 
do need me, Young America. I will make 
your eye clear, and your mind aware. If I 
go with you, you must think. Will you? 

Y. A. Thinking is hard, but I promise 
if you show me how. Now, for my next 
friend. [Goes to the third window, draws 
hack the curtain and sees, “Self-Control.”] 
Ho, Self-Control, it is I, Young America ! 
Come, go with me! 

Sp. S-C. Not so fast! Steady, Young 
America. Go with you? 

Y. A. Yes, on a journey. 

Sp. S-C. If I go with you I must have a 
big promise 

Y. A. What? 

fS-C. You must play the gamo of life 
with fair rules — the same rules for all. 

Y. A. Yes. 

Sp. S-C. And you must help make the 
rules. 

Y. A. Yes. 

Sp. S-C. And hardest of all, you must 
obey the rules yourself. 

Y. A. I’ll try, Self-Control. 

[Self-Control joins the others on the stage. 
Y. A. draws aside the curtain from the 
fourth window marked “Sympathy.”] 

Y. A. Come, friend, Young America is 
going on a journey. 

Spirit of Sympathy. [Appears.] A jour- 
ney? Who goes with you? 



14 


NATIONAL SCHOOL SERVICE 


January 1, 1919 


I\ A. Self-Control, Understanding, and 
Action. 

S. > S'. You need more than they can give. 

I\ A. What more do I need? 

S. S. Why, don’t you see, you have no 
one to make you feel for others in the game. 
You can’t play or work alone. You must 
join hands and pull together. [ Comes out 
from the window .] Take my hand. 

Y. A. [ 7r o ?i deringly.] Your hand is soft 
and warm. Spirit of Sympathy. I should 
like to have you go. 

S. of A. Hurry, come, we must be 
gone. Sit here, Young America, let me put 
these sandals on your feet. There. 

Y. A. They fit so well, Spirit. And see, 
wings! Ah, sandals with wings! 

Sp. U. Sometimes it will be dark. Keep 
this torch burning. [She lights the torch 
and hands it to the hoy.] 

Y. A. How bright it makes the way! 

S. of S-C. There will be rugged heights 
to climb in that land, dark abysses into 
which you might fall. Take this staff. 
My strength is in it. If wild beasts at- 
tack you, defend yourself. Be steady, 
steady. 

Y. A. A staff! How strong it is! 

S. of S. [A long garland of flowers 
trails from her hands. She winds them 
about Young America and the three other 
spirits. Then she talccs Young Amer- 
ica’s 7w«d.] Come, we go as one to the 
Land-of -Equal-Chance. [The group, bound 
by their flower chain, moves up the steps 
towards the curtain.'] 

S. of A. [Springs ahead but holds to 
the chain.] Open, open! Young America 
is here! 

All. Open, open for Young America! 

[Father Time and Mother Space, who 
have been standing aside, take their places 
at the large curtain and after a pause slow- 
ly lift it, revealing the figure of Liberty 
bathed in shining light. Young America 
starts buck.] 

Liberty. Come, Young America! 

Y. A. [Aside to companions.] Dare I go? 

All the Spirits. We will go with you. 

Liberty. Come, Young America! 

[Young America advances slowly to- 
wards the outstretched arms of Liberty and 
kneels. The Spirits follow forming a group 
which says onward into the Land-of -Equal- 
Chance. As they move onward slowly, 
rhythmically, the large curtain falls .] — 
A. TV. 


PREPARING FOR LIBERTY SINGS 

Encourage the children in their spare 
moments to learn stanzas of patriotic songs. 
Let them form little groups with a student 
to conduct the recitation of the verses. 
Each group leader may make a chart con- 
taining the names of the members of his 
group and the names of the songs to be 
memorized. In a blank opposite each pu- 
pil’s name under the heading of the song, 
may be put the number of stanzas learned. 

Following is a list of patriotic songs 
upon which to base memory exercises: Star 
Spangled Banner ; America ; Columbia, The 
Gem of the Ocean ; Hail, Columbia . Battle 
Cry of Freedom; Battle Hymn of the Re- 
public; Flag of the Free; Tenting on the 
Old Camp Ground; Dixie Land; Marching 
Through Georgia ; Maryland, My Mary- 
land; Suwanee River; Home, Sweet Home. 





« - » 

jperl 

Srad 

.©§ a 

1 TU 

flJn 

If! 

tSd 

100 

> 


» 



LESSONS FROM OUR LEADERS 

Teachers should use the biographies of 
the great leaders of the associated armies 
as bases on which to outline lessons on one 
or another of the civic virtues. Additional 
material may be found from time to time 
in newspapers and magazines. 

Have the pupils study these biographies 
and make lists of the qualities and personal 
characteristics that brought Foch or Persh- 
ing into the leadership of the military 
forces of France and of the United States. 

After all the qualities have been listed, 
see if we cannot select a group of qualities 
that are common to all or most of them. 
If an officer had just those qualities, would 
he be a great general? Each one of these 
men had, besides certain general qualities, 
other individual ones that marked him as 
being especially able to do certain things. 
One may be a great organizer, another may 
be a great leader on the battlefield. 

A good plan, also, would be to compare 
the characteristics of the generals with 
those of other national leaders, such as 
Lloyd George, Premier Clemenceau, and 
President Wilson, as well as with such 
leaders as Mr. Schwab, or Mr. Davison, or 
Mr. Hoover. 

What qualities go to make the success- 
ful general, the successful statesman, the 
successful business man? 

Let the pupils make their own applica- 
tion of the lesson. In other words, most 
of the telling effect of the cumulation of 
evidence will be lost if the pupils are urged 
to formulate a moral. 


WHY GREAT BRITAIN ENTERED 
THE WAR 

Why Great Britain was expected to stay 
out of the war: 

(1) Domestic troubles: militant suffra- 
gettes, “the wild women”; labor troubles, 
strikes; trouble with Ireland over Home 
Rule; unrest among the Hindus in India. 

(2) Unwarlike character of the English 
people, -“a nation of shopkeepers.” (3) 
Unpreparedness: small regular army, a 
“contemptible” little army. 

Her relations with other nations: 

(1) The work of Earl Grey to prevent 
war. (2) The Entente Cordiale, recall 
from earlier lessons; the agreement with 
France as to the concentration of the 
French fleet to police the Mediterranean 
and of the British fleet to police the North 
Sea; Great Britain’s assurance that the 
British fleet would protect the French coast 
and shipping if the German fleet came into 
the North Sea or the Channel to attack 
them (August 2, 1914). 

Invasion of Luxemburg and of Belgium: 

(1) Neutralized states, protected by the 
Treaty of London (1S39) from invasion by 
the signatory powers, of which Germany 
was one. (2) German assurances that the 
neutrality of Belgium - would be respected. 


(3) The invasion of Luxemburg, August 
2, 1914, and of Belgium, August 14, 1914. 

England declares war on Germany, Aug- 
ust 4, 1914; the “scrap of paper,” referring 
to the statement made by Chancellor von 
Betlimann-Hollweg to the British Ambassa- 
dor to Germany. 

Contrast Great Britain’s reasons for en- 
tering the war (her honor bound her to ful- 
fill her treaty obligations), with Germany's 
declared policy of “necessity knows no law.” 

MODIFY WAR TEACHING 

The armistice, shortly to be followed by 
the peace conference, brings a sharp change 
in our attitude toward the study of the 
war. 

Now that the military efforts of the 
United States and the Allies have given 
place to peace plans, teachers should reduce 
the amount of time and detailed teaching 
given to the military campaigns from 
year to year. The time so saved should be 
given to instruction concerning the prob- 
lems of peace and reconstruction. 

§1 

PEACE CONFERENCE CIVICS 

In carrying out the suggestion made on 
page 8, teachers should not overlook the 
opportunity afforded by the Peace Con- 
ference for clearing up some obscurities as 
to civics terms. Have pupils look up in 
unabridged dictionaries and encyclopedias 
the following, noting the differences in 
meaning: 1. Nation, country, govern- 

ment, state. 2. Democracy, aristocracy, 
autocracy, plutocracy. 3. Militarism, im- 
perialism, commercialism, internationalism. 
4. International law, diplomacy, arbitra- 
tion, treaty. Free discussion should be en- 


CONTINUE SAVING 

It is vitally important that 
the Treasury should continue 
in a most energetic way the 
sale of War Savings Stamps 
and Certificates. Among the 
valuable and much needed les- 
sons we have partly learned 
from the war is that of thrift 
and intelligent expenditure. 
Thrift helped to win the war 
and will help us to take full 
advantage _ of a victorious 
peace. It is therefore impera- 
tive that we do not relax into 
old habits of wasteful expendi- 
ture and imperative that the 
habit of reasonable living (on 
the part of those of both large 
and small means) so easily ac- 
quired during the war period 
be continued . — Carter Glass, 
Secretary of the Treasury. 


January 1 , 1919 


NATIONAL SCHOOL SERVICE 


15 


couraged as a means of promoting critical 
thought and discriminating expression on 
the questions of the day. The list of such 
topics, of course, can be indefinitely ex- 
tended. 

Wi 

SECURE PEACE BOOKS 

Teachers will be interested in a pamph- 
let prepared by the National Board for 
Historical Service and published for free 
distribution by the World Peace Founda- 
tion of Boston, containing a short list of 
books and other materials relating to the 
peace. From a large number of titles the 
most valuable references have been selected 
for an understanding, not merely of the 
views of all parties and countries in the 
negotiations now taking place, but also of 
the historical background supplied by the 
war itself. Several of the publications 
listed have been prepared by representa- 
tives of the new European states, at the 
suggestion of the National Board for His- 
torical Service, with a view to informing 
the American public concerning the his- 
tory of their states and their views with 
reference to the peace. 

“THE EYES OF TEXAS ARE UPON 
YOU’’ 

No state has a stronger state pride than 
Texas, as is shown by the college song of 
its state university which has for its re- 
frain the words, “The eyes of Texas are 
upon you.” The popularity of this song 
has spread beyond the limits of the uni- 
versity campus, and it has been heard even 
on the battlefields of France. According 
to stories of returning soldiers, in one of 
the last struggles in the Argonne Forest, 
just before the armistice wa3 signed, some 
hundreds of young Texans went “over the 
top” singing it, and many of them fell with 
the words of the refrain upon their lips. 
The consciousness that the eyes of their 
state — and of the nation — were upon them 
was an incentive to great deeds, and a con- 
solation where needed in the hour of death. 


THE PRAYER 

You say there’s only evil in this war — 
That bullets drive out Christ? If you had 
been 

In Fumes with me that night — what would 
you say, 

I wonder? 

It was ruin past all words, 

Horrors where joyous comfort used to be, 
And not clean quiet death, for all day long 
The great shells tore the little that 
remained, 

Like vultures on a body that still breathes. 
They stopped as it grew dark. I looked 
about 

The ghastly wilderness that once had been 
The village street, and saw no other life 
Except a Belgian soldier, shadowy 
Among the shadows, and a little group 
Of children creeping from a cellar school 
And hurrying home. One older than the 
rest — 

So little older! — mothered them along 
Till all at once a stray belated shell 
Whined suddenly out of the gloom, and 
burst 


Near by. The babies wailed and clung 
together, 

Helpless with fear. In vain the little 
mother 

Encouraged them — “But no ! You mustn’t 
cry, 

That isn’t brave, that isn’t French!” At 
last 

She led her frightened brood across the 
way 

To where there stood a roadside Calvary 
Bearing its sad, indomitable Christ — 
Strange how the shells will spare just that ! 
I saw 

So many. . . . There they knelt, poor in- 
nocents, Q 

Hands folded and eyes closed. I stole 
across 

And stood behind them. “We must say 
our prayer — 

Our Father which art in heaven,” she 
began, 

And all the little sobbing voices piped, 
“Hallowed be Thy Name.” From down 
the road 

The Belgian soldier had come near. I felt 
Him standing there beside me in the dusk. 
“Thy kingdom come — ” 

“Thy will be done on earth 
As it is in heaven.” The irony of it 
Cut me like steel. I barely kept an oath 
Behind my teeth. If one could name this 
earth 

In the same breath with heaven — what is 
hell? 

Only a little child could pray like this. 
“Give us this day our daily bread — ” A 
pause. 

There was no answer. She repeated it 
Urgently. Still the hush. She opened wide 
Reproachful eyes at them* Their eyes were 
open 

Also, and staring at the shadowy shapes 
Of ruin all around them. Now that prayer 
Had grown too hard even for little children. 
“I know — I know — but we must say the 
prayer,” 

She faltered. “Give us this day our daily 
bread, 

And — and forgive — ” she stopped. 

“Our trespasses 

As we forgive them who have trespassed 
against us.” 

The children turned amazed, to see who 
spoke 

The words they could not. I too turned to 
him, 

The soldier there beside me — and I looked 
Into King Albert’s face ... I have no 
words 

To tell you what I saw . . . only I thought 
That while a man’s breast holds a heart 
like that, 

Christ was not — even here — so far away. 

t — Amelia Josephine Burr. 
Used by permission of G. H. Doran Company 


THE PRAYER 

Have at hand the Fourth Liberty Loan 
Posters, “Remember Belgium,” “Hun or 
Home”; and the picture of King Albert of 
Belgium. 

Have the new words in “The Prayer” 
looked up the day before the recitation; 
such as ghastly, vulture, indomitable, tres- 
passes, hallowed. Matthew VI : 9-18 may 
be read previously, also. The teacher 
should give a^alk on Belgium, (a) Using 
the map, recall the location of Belgium. 


AMERICAN FOOD 
PLEDGE 

We pledge to our country 
our best effort to prevent waste 
and the selfish use of our food 
reserves. We pledge our loyal 
co-operation in carrying out 
the conservation measures sug- 
gested by the Government. 

And if economy sometimes 
grows irksome or if this serv- 
ice works unwelcome change 
in our manner of living, we 
will think of those who have 
given their lives for their 
country and of those whose 
homes have been devastated. 
We will be glad to hear that 
we, too, can serve in satisfying 
their hunger, in renewing 
their courage, and in re-estab- 
lishing their homes. — United. 
States Food Administration. 


(b) Condition of Belgium before the war — 
peaceful, happy people, carrying on busi- 
ness; fine farms, buildings, and museums. 

(c) Present condition due to German in- 
vasion — towns devastated, children sepa- 
rated from their parents, other atrocities. 

The poem may then be read by the 
teacher while the pupils study their copies. 

In the study of the poem, it is well to 
emphasize: (a) Description of the village, 
Furnes, a little village near the border be- 
tween France and Belgium. Contrast the 
ruin of the' present with the comfort of the 
past. The trespassers, the Germans, had 
gone through and destroyed the town ; even 
now the shells were bursting over it. (b) 
The appearance of the children. Notice the 
cellar as a queer place for a school. “Creep- 
ing” — not the usual way pupils go home. 
The courage of the little mother, holding 
before her charges the ideal of French 
bravery, (c) The prayer. (1) Its begin- 
ning. Picture the babies praying, their at- 
titude, the little mother saying one line 
while the children say the next. (2) The 
hesitation. Even the little children unable 
to say “Forgive us as we forgive others,” 
because they were thinking of the Germans. 
(3) Completion of the prayer. A strange 
voice finishes the prayer; startled and 
amazed they turn and see King Albert. 

In conclusion, call the attention of the 
children to the character of the Belgians as 
displayed by the little mother, their courage 
and steadfastness. Notice how King Albert’s 
attitude and sacrifices are here idealized. 

PUBLICATIONS OF COMMITTEE ON 
PUBLIC INFORMATION 

With the practical discontinuance of the 
domestic activities of the Committee on 
Public Information, the remaining stock 
of their publications was turned over to 
the Committee on Education and Special 
Training of the War Department. These 
publications will be distributed to colleges 
for the Committee by the World Peace 
Foundation, 40 Mt. Vernon Street, Boston, 
Mass., and may be obtained, while they 
last, with no charge except for carriage. 


NATIONAL SCHOOL SERVICE 


January 1, 1919 


16 

I 


THE GREAT WAR 
QUESTIONS AND ANSWERS 

Readers seeking information on 
the war are requested to make their 
questions definite and concise. Nat- 
urally questions of general interest 
will receive first consideration. 


Question . — Was not the Lusitania armed 
when she was sunk? Was she not carrying 
ammunition to the Allies? If so, was not 
Germany justified in sinking her? 

These are questions which have very 
frequently been asked, honestly by those 
who have not known the facts, and dis- 
honestly by others who have wished to 
justify Germany’s acts. The best answer 
is to be found in the decision of the United 
States District Court of New York, in a 
case decided August 24, 1918: “The proof 
is absolute that the Lusitania was not and 
never had been armed nor did she carry 
any explosives.” 

Question . — What is meant by a “bar- 
rage?” 

Barrage (bar-azh') is a new word in the 
military vocabulary, derived from the 
French. It means specifically the act of 
barring the advance of troops by a curtain 
of artillery fire. By exact calculations a 
line of guns is brought to bear upon a cer- 
tain portion of the field, their fire creating 
a complete screen of projectiles. By mov- 
ing the barrage line forward at a designated 
time (“creeping barrage”) a detachment 
can advance with a minimum of casualties. 
The barrage is controlled by observers at 
the front who find ranges and then direct 
the artillery fire by means of telephones or 
wireless telegraphy. It is this lavish use 
of artillery, amounting to 20,000,000 shells 
in the battle of the Somme in 1916, which 
in part made necessary the great industrial 
mobilization in all the warring countries 
during the war. 

Question . — What nations in Europe have 
changed rulers since the war began? Who 
are the new rulers, and who were the old 
ones? 

Austria-Hungary: Emperor Francis 

Joseph was succeeded at his death, on 
November 22, 1916, by Emperor Charles I; 
the latter abdicated November 11, 1918. 

Bulgaria: Czar Ferdinanfl abdicated in 
favor of his son Boris on October 3, 1918; 
the latter in turn abdicated on November 
2 , when a republic was set up. 

Germany: William II abdicated the 
throne of the German Empire and of Prus- 
sia on November 28, 1918. Most of the 
rulers of the separate German states, 
Saxony, Bavaria, Wiirtemburg, Baden, 
Mecklenburg, etc., have abdicated during 
the preceding month. 

Greece : King Constantine I was forced 
to abdicate June 12, 1917, because of his 
unconstitutional and pro-German policy. 
He was succeeded by his second son Alex- 
ander. 

Montenegro: King Nicholas I was de- 
posed by the National Assembly on No- 
vember 29, 1918, as a step to the union of 
Montenegro with the other Jugo-Slav peo- 
ples under the crown of Serbia. 

Roumania : King Charles I died in Octo- 


ber, 1914, and was succeeded by his nephew, 
King Ferdinand I. 

Russia: Czar Nicholas II was forced 
to abdicate on March 15, 1917 ; he was slain 
some time in July, 1918, under circum- 
stances which are still obscure. 

Turkey: Sultan Mohammed V died July 
3, 1918, and was succeeded by his brother. 
Mohammed YI. 



COLLEGES REORGANIZE RESERVE 
OFFICERS TRAINING CORPS 

With the demobilization of the Students’ 
Army Training Corps, the colleges of the 
United States will not give up their con- 
nection with military training, but instead 
will turn their attention to the Reserve 
Officers’ Training Corps. Before the war, 
there were about one hundred fifteen units 
of the Reserve Officers’ Training Corps in 
the various colleges. About one hundred 
of these are now being reestablished and 
applications have been received for about 
two hundred new units. Hence something 
like three fifths of the five hundred institu- 
tions in the Students’ Army Training Corps 
will start at once with units of the Reserve 
Officers’ Training Corps. 

One important change in the organiza- 
tion of the Reserve Officers’ Training Corps 
is being worked out. This change in reg- 
ulations will allow the units to specialize 
in training officer material for the various 
corps of the Army such as the field artillery, 
engineering corps, signal corps, coast artil- 
lery, ordnance, medical corps, and military 
aeronautics, instead of the uniform train- 
ing for infantry which was the rule before 
the war. 

In addition to the collegiate units, plans 
are now under way to establish junior units 
in secondary schools. City high school 
corps are already established in Boston, 
Chicago, Denver, and a large number of 
other cities. 

The change from the Students’ Army 
Training Corps to the Reserve Officers’ 
Training Corps is being made so rapidly 
that a large part of the equipment used in 
the various institutions for the Students’ 
Army Training Corps will be kept on hand 
to be used for the Reserve Officers’ Training 
Corps. The administration of the Reserve 
Officers’ Training Corps has been placed in 
the hands of the Committee on Education 
and Special Training, which operates under 
the training and instruction branch of the 
war plans division of the General Staff. 
The Committee will attempt to make avail- 
able a large amount of scientific and tech- 
nical material which has been developed by 
the experience of the war, and in all units of 
the Reserve Officers’ Training Corps special 
emphasis will be placed on physical train- 
ing and mass athletics. 


THRIFT AND WAR SAVINGS FOR 1919 

The signing of the armistice, on Novem- 
ber 11, necessitated a reorganization of the 
National War Savings Committee, and, 
consequently, a revision of the plan for its 
work in the schools. The work was for- 
merly in charge of the Division of the War 
Savings Committee, the name of which has 
recently been changed to the Section on 
Educational Institutions, Savings Division, 


War Loan Organization, with headquarters 
in the United States Treasury, "Washington. 

The activities of the new Section on 
Educational Institutions will be broadened 
so that the teachers of America may keep 
themselves and their pupils fully informed 
concerning the progress of the 1919 cam- 
paign for the sale of Government Savings 
Stamps. This information will be distrib- 
uted through the following channels: 

Extension divisions of universities, col- 
leges, and normal schools; State Depart- 
ments of Education, which will cooperate 
more closely with county and city super- 
intendents and the teaching staff general- 
ly; regular announcements in National 
School Service; articles in the educational 
press; material to supplement the regular 
curriculum. 

The original plan outlined in the 
National School Service for September 
has been followed up to the present. 

The Thrift Program 

The thrift program for the remainder 
of the school year as originally announced 
subject to change is as follows: 

January . — The distribution of a clear- 
ing house bulletin showing successful 
methods and devices used in the sale of 
stamps, and of “Written English,” contain- 
ing a list of subjects on thrift with unique 
methods of interesting children. 

February . — Use of the “Thrift Reader” 
to be sent free to all schools. 

March . — A campaign to teach children, 
by the aid of the Thrift stamps and War 
Savings stamps, the simple facts and prin- 
ciples related to labor and capital. 

April . — The emphasis of thrift in rela- 
tion to democracy. 

May . — Plans for carrying on the sum- 
mer activities in thrift and savings. 


LIBRARY WAR 
SERVICE 

46 library buildings in oper- 
ation. 

48 large camp libraries es- 
tablished. 

176 hospitals and Red Cross 
houses supplied with books. 

299 librarians in the service. 

373 military camps and 
posts and 54 aviation fields, 
including schools and repair 
depots, equipped with book 
collections. 

166 naval stations, 43 marine 
stations, and 363 vessels sup- 
plied with libraries. 

1,656 branches and stations 
placed in Y. M. C. A. and K. of 
C. huts, barracks and mess 
halls. 

42,550 magazines shipped 
overseas, now occupying one- 
fifth of the tonnage space. 

902,685 books purchased, 
largely technical, of which 
433,550 were sent overseas. 

1,521,639 books shipped 
overseas. 

3,655,110 gift books in serv- 
ice. 


NAT I O N AL 

School Service 

^ J .-V, DIVISION OF EDUCATIONAL EXTENSION, DEPARTMENT OF THE INTERIOR 
Volume I WASHINGTON, D.C., JANUARY 15, 1919 Number 10 


COMMANDERS OF ALLIED 
FLEETS 


Work of Admirals Jellicoe, Beatty, Sims, 
and Rodman — Surrender of the 
German Fleet 

Though less known to the public, the part 
of the Allied navies in the war is no less 
notable than that of the armies, and, if 
anything, it is even more fascinating in 
interest. 

Work of the British Navy 

By a fortunate stroke, the British fleet 
was assembled for grand maneuvers in the 
English Channel in July, 1914. Because of 
the storm clouds of war 
which hung black on the 
European horizon, the 
fleet was not dispersed 
when the maneuvers were 
ended. When the storm 
broke, the British fleet 
was already stripped for 
war. Almost from the 
stalt it held the German 
fleet close in harbor; 
swept German commerce 
from the seas; maintained 
an increasingly rigid 
blockade; convoyed ships 
containing food, muni- 
tions, and several mil- 
lions of men across the 
Channel, and transported 
other millions from her 
outlying colonies and later 
from the United States. 

Battle of Jutland 

At the beginning of the war, Admiral Sir 
John R. Jellicoe was commander of the 
British grand fleet, and it was he who car- 
ried out the arrangements which effectually 
bottled up the Jerman navy and rendered 
it almost powerless for offensive action. 
The battle of Jutland, fought in the North 
Sea, about 50 miles west of the peninsula 
of Jutland (Der .jark) on May 31, 1916, 
was the occasion of his retirement. This 
was the only battle in which the British 
and the German battle fleets joined in com- 
bat. The British failed to win a decisive 
victory, in part because of Admiral Jelli- 
coe’s caution in stopping the pursuit of the 
fleeing German ships, because of “the threat 
of torpedo boat destroyer attacks during 
the rapidly approaching darkness.” As a 
result of criticisms which followed, Admiral 
Jellicoe was transferred to shore duty in 
November, 1916. 


Admiral Sir David Beatty 

Admiral Sir David Beatty (pronounced 
ba'-ti) succeeded Admiral Jellicoe as com- 
mander of the British grand fleet. He was 
born in 1871, of a good family in the south- 
east of Ireland, and entered the British 
navy in 1884. He served in the Soudan in 
1896-7, winning the distinguished service 
medal, and was prowled to be commander 
in 1898. He saw service again in China ill 
1900, and was promoted to be captain. In 
the present war he served with distinction 
from the beginning. He was in command 
of the British battle-cruiser fleet which met 
the numerically superior German fleet in 
the Jutland battle, and doggedly held them 
in combat in spite of heavy punishment, 


until Jellicoe’s oncoming dreadnaught fleet 
could arrive. 

Following Admiral Jellicoe’s recall, 
Beatty was made commander of the British 
grand fleet as acting admiral. Although 
no second opportunity offered for battle 
with the German high seas fleet, Admiral 
Beatty performed with skill, courage, and 
ceaseless vigilance the hard task of keeping 
watch, through summer and winter, over 
the stormy northern seas. The success with 
which he performed this unseen task was 
not the least of the factors in the German 
collapse. An American officer who served 
with Admiral Beatty says that the British 
grand fleet was “the very backbone of the 
structure which has made a victorious peace 
a certainty.” On November 21, Admiral 
Beatty had his reward when, standing on 
the bridge of his flagship, the Queen Eliza- 
beth, he. watched the surrendered German 
battle fleet steam slowly between the doublo 
(Continued on page 2) 


TRADE BLOCKADE HELPS 
WIN THE WAR 


War Trade Board Created by President to 
Control Exports and Imports 
During War 

A war trade blockade, second only in sig- 
nificance to the sea blockade against Ger- 
many by the Allied fleets, was effectively 
maintained by the United States, according 
to reports of the work of the War Trade 
Board, created by special order of Presi- 
dent Wilson. 

Controlled Foreign Trade 

The War Trade Board has had a most 
significant part in the 
winning of the war, and 
a part about which, big 
as it was, little is known. 
The board is not, as some 
believe, a part of the War 
Department. It is en- 
tirely separate, yet, as 
General Pershing has re- 
cently testified, it has 
been a great aid to the 
army work. Its chief 
function has been to con- 
trol the flow of exports 
and imports as related to 
foreign trade. 

In this way it has 
helped to win the war. 

Stop to answer these 
questions : Would there 

be a Peace Conference in 
Paris now if the Central 
Powers had not been in the broad sense 
starved? Would the Germans have been 
stopped at Chateau Thierry if the Ameri- 
can Army had not been on the line to help 
stop them? 

Helped Starve Germany 

The War Trade Board helped to starve 
Germany by shutting off the supplies of 
food, raw material, and other things that 
she had to have in order to carry on the 
war. And the War Trade Board helped, 
through its conservation of tonnage, to pro- 
vide the shipping space necessary to carry 
over our soldiers and take all the needed 
supplies to them and the Allies fighting in 
the cause of world freedom. 

The way it did this was to control exports 
at the source — to prevent all exports from 
leaving the United States that might pos- 
sibly directly or eventually result in benefit 
to the Central Powers. The Board also 
(Continued on page 3) 


J. 


i 



The Battleship New York, the Flagship of Rear Admiral Hugh Rodman, who Com- 
manded the American Battleships which Served with the British Grand 
Fleet in the North Sea During the Last Year of the War 


o > 1 > 2- ci 

1,1 


2 



COMMANDERS OF ALLIED FLEETS 

(Continued from page 1) 
files of his own vessels into the Firth of 
Forth, in accordance with the armistice 
terms imposed by the Allies. 

Cooperation of American Navy 

But just as Foch's magnificent work on 
land would have been impossible without 
Pershing and the Americans, so Admiral 
Beatty’s task could not have been performed 
so successfully without the aid of the Amer- 
ican fleets under command of Admiral "W. 
S. Sims, commander of the European forces 
of the American navy. 

Admiral W. S. Sims 

Admiral Sims was by birth a farmer’s 
son, born at Fort Hope, Ontario, on October 
15, 1858. Later the family removed to 
Pennsylvania and the son entered the Naval 
Academy at Annapolis, from which he was 
graduated in 1880. Some time after grad- 
uating he spent a year in Paris to perfect 
his knowledge of French, and was for a time 
naval attache at Paris and at St. Peters- 
burg. He served through the various grades 
of the navy, attaining the rank of com- 
mander in 1907, and captain in 1911. For 
seven years, 1902-09, he was inspector of 
target practice, and did much to raise the 
marksmanship of the American navy to the 
high level which it holds today. At the be- 
ginning of the European war, he com- 
manded the Atlantic torpedo flotilla, and in 
1915 was made captain of the battleship 
Nevada. When we entered the war, in 1917, 
he was a rear admiral, was president of the 
Naval War College, and, in the language of 
Secretary Daniels, was “easily one of the 
most intellectual, gifted, and distinguished 
officers of the navy. His knowledge of gun- 
nery and seamanship was equalled only by 
his proficiency in diplomacy, strategy, and 
tactics.” As chief commander of the Amer- 
ican naval forces abroad, Admiral Sims has 
abundantly justified this praise. 

Many able officers of our navy have 
worked with him, among whom have been 
the following: Vice-Admiral Wilson, co- 
operating with the French, with his base 
station at Brest; Rear-Admiral Niblack, 
with his base at Gibraltar; Rear-Admiral 



Admiral Beatty 


t)unn, at the American naval base in the 
Azores; Rear-Admiral Strauss, in charge 
of the great mine barrage, 250 miles long, 
of over 50,000 anchored mines, which barred 
the North Sea from Scotland to Norway 
against German submarines; Captain Prin- 
gle, in charge of the torpedo boat destroyers 
with base at Queenstown, Ireland; Rear-Ad- 
miral Rodman, in command of the American 
battle squadron with the British grand fleet. 

Battle Squadron Under Rodman 

Rear-Admiral Rodman’s squadron con- 
sisted of the United States battleships New 
York, Texas, Nevada, Wyoming, Arkansas, 
and Florida. For a whole year it bore its 
part in the active service of the North Sea. 
Its commander reports that there was 
“never the slightest friction, misunder- 
standing, or petty jealousies” between the 
British and American forces. 

Rear-Admiral Rodman gives the follow- 
ing description of the work of the combined 
grand fleet : “It was our policy to go after 
the enemy every time he showed his nose 
outside of his ports; no matter when or 
where, whether in single ships, by divisions, 
or his whole fleet, out we went, day or night, 
rain or shine (and there was mighty little 
daylight and much less shine in the winter 
months), blow high or blow low, and chase 
him back in his hole. So persistent was 
this performance on our part, so sure were 
we to get after him, that, toward the end, 
he rarely ventured more than a few miles 
from his base; and immediately we would 
start after him back he would go into his 
hole, and haul his hole in after him. 

“Every inducement was offered him to 
come out. Inferior forces were sent down 
into the Heligoland Bight to induce him to 
attack; valuable convoys were dispatched 
apparently without protection, and other 
devices to tempt him out ; but he would not 
come. It is needless to add that such ex- 
peditions, on every occasion, were well 
guarded, and we were ready to pounce on 
him with unseen forces had he attempted 
to take advantage of the seeming small 
force of unprotected vessels.” 

Surrender of the German Fleet 

The surrender of the German battle fleet 
is thus briefly but vividly described : 


“The commander-in-chief of the grand 
fleet demanded and received what actually 
amounted to an unconditional surrender of 
the whole German navy. Under his orders 
the enemy’s ships were disarmed, ammuni- 
tion landed, torpedo warheads sent ashore, 
breechlocks and fire-control instruments re- 
moved, and every offensive utility rendered 
innocuous. Then, with reduced crews, un- 
der the command of a German admiral, in 
one long column, the heavy battleships 
leading, the Hun fleet sailed for a desig- 
nated rendezvous, to arrive at a specified 
time, just outside of the Firth of Forth in 
Scotland, where the grand fleet lay at 
anchor. A light British cruiser was directed 
to meet the Germans, who were heading 
west, and conduct them in between our two 
columns. 

“At a prearranged signal our forces 
swung symmetrically through 180 degrees, 
and still paralleling the enveloped Germans, 
conducted them into a designated anchorage 
in the entrance of the Firth of Forth. Then 
came a signal from the commander in chief 
to the surrendered fleet : ‘At sundown lower 
your colors and do not hoist them again 
without permission.’ Surely no greater 



Admiral Sim; 


January 15, 1919 


NATIONAL SCHOOL SERVICE 


3 


humiliation could have befallen them after 
their frequent and taunting boasts and 
threats. 

“Helpless, Innocuous, Harmless” 

“There is little else to be told. After an 
inspection by British and American officers 
to gain assurance that the ships were dis- 
armed, they were sent in groups, under 
guard, to Seapa Plow, in the cold, dreary, 
bleak, God-forsaken harbor in the Orkneys, 
where the Grand Fleet had spent many a 
dreary month and year waiting like fero- 
cious dogs in leash, watching and waiting 
to pounce on the German fleet should the 
opportunity ever occur. Here the Germans 
now lie at anchor in long symmetrical lines, 
helpless, innocuous, harmless, their sting 
and bite removed, their national colors low- 
ered for good and all as a token of sub- 
mission to their masters. They are corraled 
like wild and cruel beasts that have been 
hobbled. They are guarded by a single 
division of battleships. 

“Our mission has been successfully ae-. 
complished; the German fleet is a thing of 
the past ; the seas are safe and free to our 
own and our Allies’ ships. The value of 
sea power could have no better demonstra- 
tion.” 

OUR FLAG NEAR THEIR HEARTS 

A very touching incident illustrates the 
patriotism of those Americans who had 
joined the French Foreign Legion before 
the United States entered the war. Not 
being able to fight openly under the Star 
Spangled Banner they procured an Ameri- 
can flag and decided that each of them, in 
turn, should carry it wrapped around his 
breast. In this way our flag was present in 
all those numerous combats in which the 
colors of the Foreign Legion participated. 
Twice it was pierced by bullets and stained 
with the blood of wounds. Once he who 
carried it fell. The American volunteers 
searched the field and found their dead com- 
rade, took from his body the well-beloved 
colors, and, armed with this emblem, they 
went forward to new exploits. When the 
United States took up the insulting defiance 
of Germany these American volunteers, al- 
ready veterans, took their places in their 
national army and presented to France this 
flag which so proudly they had borne 
through numerous battles. 


“NOT FIGHTING SCHOOLBOYS” 

German officers frequently tried to keep 
up the fighting spirit of their soldiers by 
telling them of the dreadful things which 
they said would happen to them in case 
they fell into the hands of the Allies. Their 
soldiers were the more ready to believe 
these accounts because of the treatment 
they saw given by German authorities to 
prisoners taken from the Allies. 

But one day three young German soldiers 
who had been taken prisoners by the Brit- 
ish came back to their own lines, each with 
a loaf of fine white bread under his arm. 

“We are fighting men, not schoolboys,” 
was the message given them as they were 
dismissed by their British captors. 

That incident made a great impression 
in tho German armies. It helped to over- 


come their fear to surrender, for it showed 
them that they might expect humane treat- 
ment at the hands of their enemies. 


TRADE BLOCKADE HELPS WIN 
THE WAR 

(Continued from page 1) 
excluded from the. Uni ted States anything 
— unless we needed it badly enough — that 
■would bring credit or money to Germany, 
and encouraged the importation of those 
things which we did need and which were 
necessary to protect the balance of trade 
with Neutrals. 

Alien Enemy Acts 

When the United States entered the war, 
there were many alien enemies within her 


borders and in every country of the world. 
So Congress passed two laws that had par- 
ticular effect on this situation — the Espion- 
age Act and the Trading with the Enemy 
Act. The first was approved June 15, 1917, 
the last October 6, 1917. 

Under Title YII of the Espionage Act, it 
was provided that, upon the issuance of a 
proclamation by the President, “It shall be 
unlawful to export from or ship from or 
take out of the United States to any coun- 
try named in such proclamation any article 
or articles named in such proclamation, ex- 
cept at such time or times, and under such 
regulations and orders, and subject to such 
limitations or exceptions as the President 
shall prescribe.” 

Exports Administrative Board 

By an Executive Order of August 21, 
1917, the President established the Exports 
Administrative Board. 

But the war was a bigger thing than some 
people imagined. The passing of the Trad- 
ing with the Enemy Act tightened the 
strings around the Enemy. Section 11 of 
this act added to the President’s power the 
control of imports, providing that “when- 
ever during the present war the President 
shall find that the public safety so requires, 
and shall make proclamation thereof, it 
shall be unlawful to import into the United 
States from any country named in such 
proclamation any article or articles men- 
tioned in such proclamation except at such 
a time or times, and under such regulations 
and orders, and subject to such limitations 
or exceptions as the President shall pre- 
scribe.” 


The War Trade Board Constituted 

To the War Trade Board, which was con- 
stituted by Executive Order on October 12, 
1917, and which succeeded to all the func- 
tions of the Exports Administrative Board, 
was confided the executive administration 
of these statutory provisions. The board 
was given full power and authority to issue 
or withhold or refuse licenses for the im- 
portation of all articles whose importation 
may be controlled by any proclamation is- 
sued under the Trading with the Enemy 
Act. 

Licensing Exports and Imports 

The Board issues rulings or regulations, 
upon the passing of which the granting of 
licenses to export or import may be consid- 
ered. The granting or the withholding of a 


license has depended upon whether the com- 
modity was or was not needed by the United 
States and its associates for winning the 
war. An equally important consideration 
has been the stifling of enemy trade. 

This is but a brief statement of the work 
of the War Trade Board, but the ramifica- 
tions of that work have been vast. You 
may understand it better by one suggestion. 
It was a simple matter to say to exporters, 
you can’t export anything to Germany. But 
Germany was trading with Switzerland and 
Greece, Spain and Holland, Denmark, Swe- 
den and Norway, and some Latin- American 
countries. So we had to see that Germany 
could not get coffee, or cotton, or thread, 
and a thousand and one things she wanted 
indirectly from us through those countries. 
This was the business of the War Trade 
Board. 


GENERAL HAIG’S FAMOUS ORDER 

The following order was issued by General 
Haig, commander in chief of the British 
armies in France, at the height of the Ger- 
man drive in 1918. It shows the spirit which, 
cooperating with General Foch’s strategy 
and the newly arriving American troops, 
turned desperate defeat into victory. 

“Every position must be held to the last 
man. There must be no retirement. With 
our backs to the wall, and believing in the 
justice of our cause, each one of us must 
fight to the end. The safety of our homes 
and the freedom of mankind depend alike 
upon the conduct of each one of us at this 
critical moment.” 



One of the Huge Naval Guns Which Were Mounted on Steel-Clad Cars to Form the Dry-Land 
Squadron Which Bombarded Metz 



4 


NATIONAL SCHOOL SERVICE 


January 15 , 1919 


AT THE ALTAR OF FREEDOM 


A Patriotic Pageant Interpreting the Spirit and Ideals of America 
and Symbolizing the Dedication of Youth to 
Community Service for the Country. 

This pageant is arranged for a simple production, requiring no complicated stage 
setting and no elaborate costumes. The harmony of the pageant suggests that the girls 
be dressed in some white material in simple Greek lines, the boys in white duck suits. 
The flags, banners, and colored scarfs will enhance the effect by introducing the beauty 
of color. If preferred, a more elaborate stage setting with special costuming, such as 
national or peasant costumes, may be used. 

Nearly all the parts to be learned are taken from literary and historic sources, thus 
securing for the children associations of permanent value and significance. This pageant 
is especially fitted for use in patriotic programs or in graduating exercises where it is 
desirable that every member of the class take an active part. 


Persons Appearing 

Leading characters: Goddess of Lib- 
erty; Spirit of America; State Builders: 
Statesman ; Home-maker. 

Groups of workers and singers of Amer- 
ica: (Each group comprises as many chil- 
dren as it is desired shall take part.) Group 
1, Agriculture; Group 2, Industry; Group 
3, Arts and Sciences; Group 4, National 
Defense. 

Groups of nations: (Each group com- 
prises as many children as it is desired 
shall take part.) Group 1, Band of Early 
Explorers — Leader, Columbus; Group 2, 
Scandinavia; Group 3, Great Britain; 
Group 4, Europe; Group 5, The Orient. 

Ushers, the number to be determined by 
the number of children desired. 

Two Trumpeters. 

The Setting 

In the center of stage an altar simple in 
outline and gray in color, on the altar a lamp 
of knowledge with enlarged bowl. In the lamp 
an electric light so arranged as to throw a 
strong white light on the figure of the Goddess 
of Liberty at the end of pageant. At the back 
of the altar, curtains of some soft, heavy ma- 
terial in rich blue tone. 

Enter first the ushers and trumpeters while 
the children in the audience and groups behind 
the scenes sing “America.” The ushers and 
trumpeters take their places in front of the 
entrance to the stage, the two trumpeters in 
center. As the hymn to America is finished 
the trumpeters blow a clear note on their 
trumpets, then the ushers say: 

“Hail Spirit of America!” 

The ushers then separate and the two trumpet- 
ers hold up their trumpets like an arch under 
which Spirit of America enters. Spirit of 
America carries a banner embroidered with 
“In God We Trust,” and wears a star in her 
hair. 

Spirit of America 

Coming to the front of the stage, Spirit of 
America addresses the audience in the following 
words from Lincoln’s Gettysburg Speech: 

Fellow Citizens: Fourscore and seven 
years ago our fathers brought forth upon 
this continent a new nation, conceived in 
liberty and dedicated to the proposition 
that all men are created equal. . . . It is 
for us, the living, rather to be dedicated 
here to the unfinished work which they 
who fought here so nobly advanced. It is 
rather for us to be here dedicated to the 
great task remaining before us — that from 
these honored dead we take increased de- 
votion to that cause for ■which they gave 
the last full measure of devotion — that we 
here highly resolve that these dead shall not 
have died in vain — that this nation under 
God, shall have a new birth of freedom, 


and that government of the people, by the 
people, and for the people shall not perish 
from the earth. 

At the close of the speech, Spirit of America 
approaches the altar and taking her place at 
one side of the altar says: 

“I call the State builders to their dedi- 
cation to the service of Liberty.” 

Statesman and Home-maker 

The trumpeters sound their call to the State 
builders, and forming an arch, a boy and girl 
enter, carrying a furled American flag. Across 
the boy’s coat is a band with “Statesman” on 
it, across the girl's dress a band with “Home 
maker.” They approach the altar, unfurl the 
flag, arranging it so that it hangs above the 
altar, then say together the following words 
from Sidney Lanier’s “Centennial Cantata”: 

Long as thine arts shall love true love, 
Long as thy science truth shall know, 
Long as thine eagle harms no dove, 

Long as thy law by law shall grow, 

Long as thy God is God above, 

Thy brother every man below, 

So long dear land of all our love 

Thy name shall shine, thy fame shall grow. 

The Statesman then takes his place at one 
side of the altar, the Home-maker on the other. 
Separately they say the following lines of Walt 
Whitman, while looking off as in a vision across 
the audience: 

Statesman 

I Hear America singing, the varied Carols 
I hear, 

Those of the mechanics each one singing 
his as it should be blithe and strong, 
The carpenter singing his as he measures 
his plank or beam, 

The mason singing his as he makes ready 
for work or leaves off work, 

The boatman singing what belongs to him 
in his boat, the deckhand singing on 
the steamboat deck, 

The shoemaker singing as he sits on his 
bench, the hatter singing as he stands, 
The wood cutter’s song, the plough boy’s on 
his way in the morning, or at noon 
intermission, or at sundown. 

Home-maker 

I hear America singing, the varied carols 
I hear, 

The delicious singing of the mother or of 
the young wife at work, or of the girl 
sewing or washing, 

Each singing what belongs to him or to her 
and to none else, 

Singing with open mouths their strong 
melodious songs. 

At close of verses “Spirit of America" says: 


“I call you workers and singers of America 
to bring your offerings to this altar 
dedicated to Liberty.” 

Groups of Workers 

The trumpets sound. The ushers separate 
and groups of workers enter, beneath the arch 
formed by the trumpets. Those in each group 
are bound together by bands, with the name of 
the group. Agriculture, Industry, Arts and 
Sciences, National Defense in turn approach the 
altar and a child in eaoh group lays on the altar 
some product from the school garden. The 
leader of Agriculture speaks in the following 
words from Longfellow’s “Hiawatha”: 

All around the happy village 
Stood the maize fields green and shining, 
Waved the green plumes of Mendomin, 
Waved his soft and sunny tresses, 

Filling all the land with plenty. 

And they called the women round them, 
Called the young men and the maidens 
To the harvest of the corn fields, 

To the husking of the maize ear. 

Agriculture then takes its place on one side 
of altar and Industry approaches, and lays on 
*the altar some product of the school carpentry 

class. 

Industry's Message 

Industry’s leader speaks these lines from 
Van Dyke's “Toiling of Felix”: 

There the workman saw his labour taking 
form and bearing fruit, 
l.ike a tree with splendid branches rising 
from a humble root, 

Looking at the distant city, temples, houses, 
domes and towers, 

The workman cried in exultation “All the 
mighty work is ours — 

Every mason in the quarry, every builder 
on the shore, 

Every chopper in the palm grove, every 
raftsman at the oar — 


SACRED MYSTERY OF 
DEMOCRACY 

Whatever the vigor and vi- 
tality of the stock from which 
he sprang, its mere vigor and 
soundness do not explain 
where this man got his great 
heart that seemed to compre- 
hend all mankind in its cath- 
olic and benignant sympathy, 
the mind that sat enthroned 
behind those brooding, mel- 
ancholy eyes, whose vision 
swept many an horizon which 
those about him dreamed not 
of, — that mind that compre- 
hended what it had never seen, 
and understood the language 
of affairs with the ready ease 
of one to the manner born, — or 
that nature which seemed in 
its varied richness to be the 
familiar of men of every way 
of life. This is the sacred 
mystery of democracy; that 
its richest fruits spring up out 
of soils which no man has 
prepared and in circumstan- 
ces amidst which they are 
the least expected . — Woodrow 
Wilson, in an Address at Lin- 
coln’s Birthplace. 



January 15 , 1919 


NATIONAL SCHOOL SERVICE 


5 



The Need for Americanization— Per Cent of Foreign Born Whites, and Native Whites of Foreign or Mixed Parentage, Combined in the Total 

Population, by States, in 1910 


Hewing wood and drawing water, splitting 
stones and cleaving sod — 

All the dusty ranks of labor, in the regi- 
ment of God, 

March together toward his triumph, do the 
task his hands prepare. 

Honest toil is holy service; faithful work 
is praise and prayer.” 

Group of Industry then takes its place on 
one side of the altar and Arts and Sciences come 
forward, one child in group carrying a violin, 
or some other musical instrument, plays a short 
melody and places a musical instrument on the 
altar; another child places on the altar a loaf 
of bread from the class in cooking. 

Arts and Sciences 

Leader of Arts and Sciences speaks, from the 
words of John G. Whittier: 

Oh Freedom! If to me belong 
Nor Mighty Milton’s gift divine, 

Nor Marvell’s wit and graceful song, 

Still with a love as deep and strong, 

As theirs, I lay like them my best, gifts on 
thy shrine. 

Group of Arts and Sciences then takes its 
place at the side of the altar and the National 
Defense group comes forward, laying a sword 
on the altar. 

The leader speaks the lines from Lowell’s 
“Commemoration Ode”: 

Oh Beautiful! My Country! Ours once 
more ! 

What words divine of lover or of poet, 
Could tell our love and make thee know it, 
Among the nations bright beyond compare ? 
What were our lives without thee? 
What all our lives to save thee? 

We seek now what we gave thee, 

We will not dare to doubt thee, 

But ask whatever else and we will dare! 


All the groups thus far gathered and the chil- 
dren in the audience sing the first verse of “Star 
Spangled Banner.” Spirit of America then 
addresses the State Builders and Groups about 
the altar: 

“Statesmen, Homemaker, workers and 
singers of America, in this dedication of 
ourselves to the service of Liberty, in the 
continuous renewal of our gifts upon her 
altar, we must call upon all the nations of 
the world to be our task-mates.” 

Then looking off as into the distance con- 
tinues, in the words of Longfellow’s “Hia- 
watha” : 

I beheld, too, in that vision 
All the secrets of the future, 

Of the distant days that shall be. 

I beheld the westward marches 
Of the unknown crowded nations. 

All the land was full of people, 

Bestless, struggling, toiling, striving, 
Speaking many tongues yet feeling 
But one heart beat in their bosoms. 

The New' Citizenship 

The trumpeters give their call and the Group 
of Nations, led by the Group of Explorers, enter 
under the arch formed by the trumpeters. As 
they enter, they sing the following words from 
Percy MacKaye’s Pageant “The New Citizen- 
ship”: 

A star — a star in the west! 

Out of the wave it rose, 

And it led us forth on a world far quest 
Where the Mesas scorched and the Moor- 
lands froze, 

It lured us without rest — 

With yearning — yearning — oh ! 

It sang (as it beckoned us) 

A music vast, adventurous 
America ! 

A star — a star in the dawn! 

Bright from God’s blow it gleams 


With hallowed song its holy beams 
Urge us forever on 
Chanting — chanting — oh ! N 
It builds (as it blesses us) 

A Union strong, harmonious, 

America ! 

As the song ends, the Band of Explorers 
gathers in front of the altar. The Groups of 
Nations remain at some distance from altar. 
The leader of Explorers, representing Columbus, 
speaks, from Walt Whitman’s “Columbus”: 

I cannot rest, oh God, 

Till I put forth myself, my prayer, once 
more to thee ! 

Oh I am sure they really came from thee, 
The urge, the ardor, the unconquerable 
will. 

The potent, felt, interior command, 
stronger than words, 

A message from the heavens whispering 
to me even in sleep, 

These sped me on. 

By me and these the work so far accom- 
plished, 

By me earth’s elder cloy’d and stifled lands, 
uncloy’d, unloos’d, 

By me the hemispheres rounded and tied, 
the unknown to the known. 

[Pauses a moment, looks intently at the 
Groups of Nations as if in the distance, then 
continues] 

And these things I see suddenly what mean 
they? 

As of some miracle, some hand divine un- 
seal’d my eyes, 

Shadowy vast shapes smile through the air 
and sky, 

And on the distant waves sail countless 
ships 

And anthems in new r tongues I hear salut- 
ing me. 





6 


NATIONAL SCHOOL SERVICE 


January 15 , 1919 


The Band of Explorers 

The Band of Explorers takes its place at 
the side of the altar and the Nations approach 
the altar led by Scandinavia as the first in the 
time of the Vikings, to make a settlement, on 
North American shores. This group carries a 
banner on which is written “Scandinavia” and 
“Lief Ericsson Pound Vineland The Good,” and 
from the staff float scarfs in colors of Denmark, 
Sweden, Norway. The end of each scarf is held 
by a child in the group. 

Next comes Great Britain as the second na- 
tion to settle in America. This group carries 
a banner embroidered with “Great Britain” and 
from the staff float scarfs in colors of England, 
Wales, Scotland, and Ireland. 

Europe, as the next great group to settle in 
America, carries her banner, “Europe,” and 
from the staff float scarfs from France, Belgium, 
Germany, Russia, Italy, Greece, Switzerland. 

The final group, last in its seeking America 
is the Orient, carrying a banner inscribed 
“Orient” and scarfs floating from the staff to 
represent India, Japan, China, Syx'ia. 

A Message to Foreigners 

When the groups are gathered in front of the 
altar, the Spirit of America addresses them in 
the words from President Wilson’s Philadelphia 
Address : 

If you come into this great nation, you 
will have to come voluntarily, seeking some- 
thing that we have to give. All that we 
have to give is this : We cannot exempt you 
from work. We cannot exempt you from 
strife, the heart-breaking burden of the 
struggle of the day that has come unto 
mankind everywhere. We cannot exempt 
you from the loads that you must carry, 
we can only make them light by the spirit 
in which they are carried, because that is 
the spirit of hope, it is the spirit of liberty, 
it is the spirit of Justice. 

Scandinavia’s Answer 

The leader of the Scandinavia group 
speaks first in words from Walt Whitman’s 
“The Pioneers”: 

Have the elder races halted? 

Do they droop and end their lesson, wearied 
there beyond the seas? 

We take up the task eternal, and the 
Burden and the lesson, 

Pioneers ! O Pioneers ! 

All the pulses of the world 
Falling in, they beat for us, with the 
western movement beat; 

Holding single or together, steady, moving, 
all for us. 

Pioneers ! O Pioneers ! 

Till with sound of trumpet peal 
Far, far off the day break call— hark how 
clear we hear it wind ; 

Swift! Spring forward to your place! 
Swift ! And bear the brunt of danger, 

Pioneers ! O Pioneers ! 

The children in the group unfasten the colored 
scarfs from the banner staff and drop them 
separately into the bowl of the lamp of knowl- 
edge on the altar. 

The Scandinavia group then takes its place 
on stage gathered about its banner high up- 
raised. 

Great Britain Speaks 

Great Britain steps forward and the leader 
speaks to Spirit of America in the following 
words from Walter Scott’s “Kenilworth”: 

We bring from the ancient Briton his 
bold and tameless spirit of freedom ; from 
the Boman his disciplined courage in war, 
with his love of letters and civilization in 
times of peace — from the Saxon his wise 
and equitable laws — and from the chival- 
rous Norman his love of honor and courtesy 
with his generous desire for glory. 

As the leader stops speaking the children 
unfasten colored scarfs from the staff and drop 


them separately into the bowl of the lamp of 
knowledge. The group then takes its place on 
the stage gathered about its banner high up- 
raised. 

Europe’s Message 

Europe comes forward and the leader 
addresses Spirit of America in the following 
words from President Wilson’s Philadelphia 
Addresses : 

We are coming to America not only to 
earn a living, not only to seek the things 
which it was more difficult to obtain where 
we were born, but to help forward the great 
enterprises of the human spirit, to let men 
know that everywhere in the world there 
are men who will cross strange oceans and 
go wdiere a speech is spoken that is alien 
to them, knowing that whatever the speech, 
there is but one longing of the human heart 
and that is liberty and justice. 

Children in the group then unfasten colored 
scarfs from the staff of “Europe" and drop them 
separately into the bowl of the lamp of knowl- 
edge. Europe then takes her place on the stage, 
the children of the group gathered around her 
banner high upheld. 

The Orient Speaks 

Leader of the Orient speaks then to the 
Spirit of America in the following lines from 
the Hindoo poet Kalidoso, translated by Arthur 
W. Ryder: 

O thou who didst create this all 
Who dost preserve it lest it fall, 

Who wilt destroy it and its ways — 

To Thee, a triune Lord be praise! 

As into heavens’ water run 
The tastes of earth — yet it is one, 

So thou art all the things that range 
The universe, yet dost not change. 

Though many different paths, 0 Lord, may 
lead us to some great reward, 

They gather and are merged in thee 
Like floods of Ganges in the sea. 

Children in this group unfasten the colored 
scarfs from the staff and drop them separately 
into the bowl; the Orient group then takes its 
place on the stage about the staff. 

The Statesman steps forward and speaks to 
the Spirit of America in these lines from Henry 
Van Dyke: 

And Thou my country, write it on thy 
heart, 

Thy sons are they who nobly take thy part ; 
Who dedicates his manhood at thy shrine, 
Wherever born, is born a son of thine; 
Foreign in name, but not in soul, they come 
To find in thee their long desired home; 
Lovers of liberty and haters of disorder, 
They shall be built in strength along thy 
border. 

America’s Word to Her Workers 

The Spirit of America then addresses all the 
groups now gathered about the altar: 

“State Builders, Workers, and Singers of 
America, you have brought to this altar 
your services and your different gifts to 
dedicate to the service of Liberty, but with- 
out continual renewal of service from all 
nations of the world your gifts would 
diminish and your dedication decrease in 
value. We therefore called upon you, all 
the peoples of Earth, to dedicate yourselves 
at our altar of Liberty. So you nations 
of the world have placed in this bowl the 
varied colors of your own diversified na- 
tionalities, and behold, as white is the 
product of all the colors of the spectrum, 
so in the blending of these your national 
colors there shall shine forth [turning on 
the light ] the pure white light of Liberty 
and Truth!” 


As the Spirit of America turns on the electric 
light and speaks the last words, the curtains at 
the back of the altar separate and the Goddess 
of Liberty appears in the full light of the Lamp 
of Knowledge. 

Liberty Enlightening the World 

The Goddess of Liberty dressed in white and 
carrying a torch to suggest the Statue of the 
Goddess of Liberty in New York Harbor speaks 
the following lines from Walt Whitman: 

Sail, sail thy best, ship of Democracy, 

Of value is thy freight, ’tis not the present 
only, 

The past is also stored in thee, 

Thou holdest not the venture of thyself 
alone, not of the Western continent 
alone, 

Earth’s resume entire floats on thy keel, O 
ship, is steadied by thy spars! 

With thee time voyages in trust, the ante- 
cedent nations sink or swim with thee. 
With all their ancient struggles, martyrs, 
heroes, epics, wars, thou bearest the 
other continents 

Theirs, theirs as much as thine, the destina- 
tion post triumphant; 

Venerable priestly Asia sails this day with 
thee 

And royal feudal Europe sails with thee — 
Beautiful world of superber birth that 
rises to my eyes. 

Hymn to America 

While the Goddess of Liberty stands in the 
light upholding her torch, all persons now 
gathered on stage may join in the final chorus 
of William Watson’s “Hymn to America,” St. 
George’s, Windsor: 

Great and fair is she our land, 

High of heart and strong of hand; 
Dawn is on her forehead still, 

In her veins youth’s arrowy thrill, 

Hers are riches, might, and fame ; 

All the Earth resounds her name ; 

In her roadsteads navies ride; 

Hath she need of aught beside? 

Power unseen, before whose eyes 
Nations fall and nations rise, 

Grant she climb not to her goal 
All-forgetful of the soul! 

True in honor be she found, 
Justice-armed and mercy-crowned, 
Blest in labor, blest in ease, 

Blest in noiseless charities. 

Unenslaved by things that must 
Yield full soon to moth and rust, 

Let her hold a light on high 
Men unborn may travel by — 

Mightier still she then shall stand, 
Moulded by that secret hand, 

Power Eternal, at whose call 
Nations rise and Nations fall! 

— Isabel Kimball Whiting. 


THE RED CROSS 

Sign of the Love Divine 

That bends to bear the load 

Of all who suffer, all who bleed, 

Along life’s thorny road. 

Sign of the Heart Humane, 

That through the darkest fight 

Would bring to wounded friend an^ foe 
A ministry of light; 

O dear and holy sign, 

Lead onward like a star! 

The armies of the just are thine, 

And all we have and are. 

■ — Henry Van Dyke. 


January 15 , 1919 


NATIONAL SCHOOL SERVICE 


7 



The Arch of Freedom Now Being Erected on “The Avenue of the Allies’' as a Temporary Memorial 
to American Soldiers Who Made the Great Sacrifice 


“THE AVENUE OF THE 
ALLIES” 

[This poem was written by Alfred Noyes, 
the English poet, during the campaign for 
the Fourth Liberty Loan when Fifth Ave- 
nue was happily called “The Avenue of the 
Allies” as it flew the flags of all nations.'] 

This is the song of the wind as it came 
Tossing the flags of the nations to flame: 

I am the breath of God. 1 am His laughter. 
1 am His Liberty. That is my name. 

So it descended, at night, on the city. 

So it went lavishing beauty and pity, 
Lighting the lordliest street of the world 
With half of the banners that earth has 
unfurled ; 

Over the lamps that are brighter than stars, 
Laughing aloud on its way to the wars, 
Proud as America, sweeping along 
Death and destruction like notes in a song, 
Leaping to battle as man to his mate, 
Joyous as God when he moved to create — ■ 
Never was voice of a nation so glorious, 
Glad of its cause and afire with its fate! 
Never did eagle on mightier pinion 
Tower to the height of a brighter dominion, 
Kindling the hope of the prophets to flame, 
Calling aloud on the deep as it came, 

Cleave me away for an army with banners. 
I am His Liberty. That is my name. 

Know you the meaning of all they are 
doing? 

Know you the light that their soul is pur- 
suing? 

Know you the might of the world they are 
making, 

This nation of nations whose heart is awak- 
ing? 

What is this mingling of peoples and races ? 
Look at the wonder and joy in their faces! 
Look how the folds of the union are spread- 
ing! 

Look, for the nations are come to their 
wedding. 

How shall the folk of our tongue be afraid 
of it? 

England was born of it. England was 
made of it, 

Made of this, welding of tribes into one, 
This marriage of pilgrims that followed the 
sun! 

Briton and Roman and Saxon were drawn 
By winds of this Pentecost, out of the 
dawn, 

Westward, to make her one people of many; 
But here is a union more mighty than any. 
Know you the soul of this deep exultation? 
Know you the word that goes forth to this 
nation. 

/ am the breath of God. I am His Liberty. 
Let there be light over all His creation. 

Over this Continent, wholly united, 

They that were foemen in Europe are 
plighted. 

Here in a league that our blindness and 
pride 

Doubted and flouted and mocked and de- 
nied, 

Dawns the Republic, the laughing, gigantic 
Europe, united, beyond the Atlantic. 

That is America, speaking one tongue, 
Acting her epics before they are sung, 


Driving her rails from the palms to the 
snow, 

Through States that are greater than Em- 
perors know, 

Eorty-eight States that are empires in 
might. 

But ruled by the will of one people tonight, 
Nerved as one body, with net-works of 
steel, 

Merging their strength in the one Com- 
monweal, 

Brooking no poverty, mocking at Mars, 
Building their cities to talk with the stars, 
Thriving, increasing by myriads again 
Till even in numbers old Europe shall 
wane — 

How shall a son of the England they fought 
Fail to declare the full pride of his thought, 
Stand with the scoffers who, year after 
year, 

Bring the Republic their half -hidden sneer? 
Now, as in beauty she stands at our side, 
Who shall withhold the full gift of his 
pride ? 

Not the great England who knows that her 
son, 

Washington, fought her, and Liberty won. 
England, whose names like the stars in 
their station, 

Stand at the foot of that world’s Declara- 
tion — 

Washington, Livingston, Langdon, she 
claims them. 

It is her right to be proud when she names 
them, 

Proud of that voice in the night as it came, 
Tossing the flags of the nations to flame: 

1 am the breath of God. I am His laughter. 
I am His Liberty. That is my name. 


Flags, in themselves are but rags that are 
dyed. 

Flags, in that wind, are a nation enskied. 
See, how they grapple the night as it rolls 
And trample it under like triumphing souls. 
Over the city that never knew sleep, 

Look at the crimsons and golds as they 
leap, 

Thousands of tri-colors laughing for 
France, 

Ripple and whisper and thunder and dance ; 
Thousands of flags for Great Britain aflame 
Answer their sisters in Liberty’s name. 
Belgium is burning in pride overhead. 
Nippon is near, and her sun-rise is red. 

Under and over and fluttering between 
Italy burgeons in red, white, and green. 
See, how they climb like adventurous 
flowers, 

Over the tops of the terrible towers .... 

There, in the darkness, the glories are 
mated. 

There, in the darkness, a world is created. 
There, in this Pentecost, streaming on high. 
There, with a glory of stars in the sky. 
There the broad flag of the world and its 
liberty 

Rides the proud night-wind and tyrannies 
die. 

[ Copyright , 1918, by Alfred Noyes. Used by 
permission of F. A. Stokes Co., publishers.] 

* * * and the stern night cried Peace! 
And shut the strife in darkness, 

Then slowly crept a triumph on the dark- — 
And I heard Beauty singing up the hill. 
— John Freeman in “The Westminster 
Gazette.” 





8 


NATIONAL SCHOOL SERVICE 


January 15 , 1919 


National School Service 


Published Twice a Month During the School Year 
by the Division of Educational Extension, 
Department of the Interior. 


Mailed free to teachers. Subscription price to all 
others, $1.00 a year. Address all communications 
to National School Service, 5122 Interior Build- 
ing, Washington, D.C. 


EDITORIAL STAFF 

J. J. Pettijoiin, Director, 

Division of Educational Extension 

W. C. Baolet Editor 

J. W. SEAnsoN Managing Editor 

Samuel B. Harding Historical Section 

Mabel Carney Rural Schools 

Fannie W. Dunn Rural Schools 

Lula McNally Cain Primary Grades 

Alberta Walker Intermediate Grades 

Chas. A. Coulomb, Upper Grades and High School 

ADVISORY EDITORIAL BOARD 

Mrs. Mary C. C. Bradford, State Superintendent 
of Public Instruction, Denver, Colorado. 

J. A. C. Chandler, Superintendent, Public Schools, 
Richmond, Virginia. . 

L. D. Coffman, Dean, College of Education, Um- 
versitv of Minnesota, Minneapolis, Minnesota. 

R. J. Condon, Superintendent, Public Schools, 
Cincinnati, Ohio. . . 

Thomas E. Finegan, Deputy Commissioner and 
Assistant Commissioner for Elementary Education, 
Albany, New York. . . 

Miss Alice Florer, Assistant State Superintendent, 
Lincoln, Nebraska. . 

Rev. Augustine F. Hickey, Diocesan Supervisor of 
Schools, Boston, Massachusetts. 

F. M. Hunter, Superintendent, Public Schools, 
Oakland, California. _ , , 

D. B. Waldo, President, State Normal School, 
Kalamazoo, Michigan. 

H. G. Williams, President, National Educational 
Press Association, Columbus, Ohio. 

STATE EDITORIAL BOARDS 

State Editorial Boards, each consisting of five 
members appointed by the State Superintendents, 
represent the classroom teachers of the several States. 


No words of ours can express the deep 
regret with which the teachers of the 
United States learned of the death of 
Theodore Roosevelt. For twenty years, the 
character and achievements of this great 
American have been an inspiration to the 
youth of the land — an ideal of intense and 
unselfish devotion to the common good. A 
nation is something more than a geo- 
graphical unit. It is something more than 
a mere aggregation of human beings. Es- 
sentially it is a community of ideals and 
aspirations, made strong and enduring be- 
cause they cluster about the names and 
deeds of men and women who dreamed 
unselfish dreams and wrought steadfastly 
that these dreams might come true. It was 
this rare combination of the man of vision 
and the man of action that Theodore Roose- 
velt so finely typified. His memory will be 
an undying part of our American heritage. 


The great peril of the immediate future 
is the red terror that already has Russia in 
its bloody grip and now threatens Central 
Europe. From one point of view, it is a 
natural and expected reaction — a reaction 
not only against the oppression and ty- 
ranny of autocracy, but also against mid- 
dle-class smugness and self-seeking. But 
its danger is none the less for this reason. 
Its breath of life is ignorance and supersti- 
tion. Its appeal is to the most primitive 


passions. Its chief weapon is terrorism — 
the same “frightfulness” that has cost Ger- 
many her last shred of national honor. 
Even if its purpose has been to tear down 
what is unworthy, its processes have been 
without discrimination. Whether its mo- 
tives be sincere or sinister institution is 
immune from its sword and its torch. The 
thought is sobering; and in spite of the 
victory that thrills us in a righteous cause, 
it proves a deep lesson for a democracy 
like ours. Changes must come in the polit- 
ical and social orders — complete and fun- 
damental changes that we may hardly now 
even suspect. But we have the developed 
channels through which such changes may 
be steadily wrought — reflection, discussion, 
collective action. He for whom these meth- 
ods are too slow is our common enemy who 
seeks to undermine the only foundation on 
w’liich a sound society can rest. 

8 

Probably no work of teaching is at once 
so important and so beset with pitfalls as 
that which deals with the history of war. 
So difficult is it to “teach war” helpfully 
that well-meaning reformers have, even 
proposed that the study of war be elimi- 
nated from our school programs. But to 
distort history in this way would be fatal 
to the very cause of peace that these re- 
formers have at heart. Blindly to shut 
our eyes to the great lessons that war 
teaches would mean that, sooner or later, 
the wars of the past would have to be 
fought again. And one of these lessons is 
the fact that war has served in the past, 
as no other agency has served, to bring 
people together in a common cause. It is 
safe to predict that there will be war until 
men and women are willing and anxious 
to forget themselves and seek the common 
good without the primitive but powerful 
stimulus that armed conflict so quickly and 
so terribly supplies. It is upon this pos- 
sibility that the success of the League of 
Nations will depend. Can every nation and 
every people sacrifice to serve? Can this 
lesson, so fundamental to the future peace 
of the world, be indelibly impressed upon 


each succeeding generation? This is not 
primarily a political problem or an eco- 
nomic problem. It is rather an educational 
problem which the schools and the teachers 
of all countries must combine to solve. 
Great international conferences on educa- 
tion may not be uncommon in the years to 
come, if the educational leaders rise to 
meet their full responsibility. 

The public-school teachers scarcely ap- 
preciate what a powerful influence they 
may exert in the improvement of educa- 
tional conditions provided only that they 
work together in the common cause and 
with an eye single to the public good. They 
number more than six hundred thousand — 
the largest group of practitioners in any 
one of the so-called professions. They are 
in close touch with the people — charged 
with the care and oversight of the people’s 
children. In spite of the slurs that are 
sometimes cast upon their service, and in 
spite of the meagre financial rewards that 
even the most faithful and efficient teach- 
ing brings, it still remains true that the 
teacher as a type has the confidence of the 
public. It is not too much to say that, 
within a decade, this great group of six 
hundred thousand teachers could by con- 
certed and unselfish action raise the public 
schools of the nation to a plane of efficiency 
that would be worthy of the place that 
education must come to occupy if the 
democratic ideal is to be realized. 

They could solve the rural-school problem. 
They could reduce illiteracy. They could 
insure the dominance of sterling American- 
ism in every corner of the land. They could 
place their own calling upon the basis of a 
permanent and well-rewarded profession. 
Through a program of health education, 
they could double or treble the effective 
strength of the nation. All of these achieve- 
ments which would mean so much to the 
permanence of democratic institutions are 
possible to them in a measure unapproached 
by any other group in our population. It 
is only a matter of “getting together” and 
working together for the common good. 


A WAR BETWEEN SYSTEMS OF CULTURE 

I agree with the intimation which has been conveyed today that 
the terrible war through which we have just passed has not been 
only a war between nations, but that it has been also a war between 
systems of culture — the one system the aggressive system, using 
science without conscience, stripping learning of its moral restraints 
and using every faculty of the human mind to do wrong to the whole 
race; the other system reminiscent of the high traditions of men, 
reminiscent of all these struggles, some of them obscure, but others 
closely revealed to history, of men of indomitable spirit everywhere 
struggling toward the right and seeking above all things else to be free. 

The triumph of freedom in this war means that that spirit shall 
now dominate the world. There is a great wave of moral force mov- 
ing through the world, and every man who opposes himself to that 
wave will go down in disgrace . — President Wilson, at the University 
of Paris, December 21, 1918. 


January 15 , 1919 


NATIONAL SCHOOL SERVICE 


9 


JUSTICE 

Across the world where all men grieve, and grieving strive the more. 
The great days range like tides, and leave our dead on every shore. 
Heavy the load we undergo, and our own hands prepare. 

If we have parley with the foe, the load our sons must bear. 

Before we loose the word that bids new worlds to birth. 

Needs must we loosen first the sword of Justice upon earth; 

Or else all else is vain since life on earth began, 

And the spent world sinks back again, hopeless of God and man. 

A people and their king through ancient sin grown strong, 

Because they feared no reckoning would set no bound to wrong; 

But now their hour is past, and we who bor:, it find 
Evil incarnate held at last to answer mankind 
For agony and spoil of nations beat to dust. 

For poisoned air and tortured soil and cold, commanded lust. 

For every secret woe the shuddering waters saw 

Willed and fulfilled by high and low — let them relearn the law. 

That when the dooms are read, nor high nor low shall say: 

“My haughty or my humble head has saved me in this day.” 

That, till the end of time, their remnant shall recall, 

Their fathers’ old confederate, crime, availed them not at all. 

That neither schools, nor priests, nor kings may build again 
A people with the heart of beasts made wise concerning men. 
Whereby our dead shall sleep in honor, u.nbetrayed. 

And we in faith and honor keep that peace for which they paid. 

— Rudyarcl Kipling 


FIGHT FOR AMERICANISM 


Roosevelt’s Last Public Message Urges 

Undivided Allegiance — One Language, 
One Flag, One Soul Loyalty 

Death came to Theodore Roosevelt, ex- 
President of the United States* soldier, 
statesman, scholar, and fearless leader, on 
the morning of January 6, 1919. Among 
his last known public messages was a letter 
written the Friday before to officers of the 
American Defense Society, of which he was 
the honorary president, to be read at the 
Sunday evening concert of the society at 
the Hippodrome, New York City. The mes- 
sage, ringing with the clear note of true 
Americanism, follows: 

“I cannot be with you, and so all I can 
do is to wish you godspeed. There must 
be no sagging back in the fight for Ameri- 
canism merely because the war is over. 
There are plenty of persons who have al- 
ready made the assertion that they believe 
the American people have a short memory 
and that they intend to revive all the for- 
eign associations which most directly in- 
terfere with the complete Americanization 
of our people. Our principle in this matter 
should be absolutely simple. In the first 
place, we should insist that if the immi- 
grant who comes here does in good faith 
become an American and assimilates him- 
self to us he shall be treated on an exact 
equality with every one else, for it is an 
outrage to discriminate against any such 
man because of creed or birthplace or 
origin. 

“But this is predicated upon the man’s 
becoming in very fact an American and 
nothing but an American. If he tries to 



The Surrendered German Fleet! 


keep segregated with men of his own origin 
and separated from the rest of America, 
then he isn’t doing his part as an American. 
There can be no divided allegiance here. 
Any man who says he is an American, but 
something else also, isn’t an American at 
all. We have room for but one flag, the 
American flag, and this excludes the red 
flag, which symbolizes all wars against lib- 
erty and civilization just as much as it 
excludes any foreign flag of a nation to 
which we are hostile. We have room for 
but one language here, and that is the Eng- 
lish language, for we intend to see that the 
crucible turns our people out as Americans, 
of American nationality, and not as dwell- 
ers in a polyglot boarding house; and we 
have room for but one soul loyalty, and 
that is loyalty to the American people.” 


NO HYPHEN IN MY HEART 

[The author of this poem is of Czecho- 
Slavic birth and, as an active member of 
the Author’s League of America, has done 
her part to help win the war and to spread 
the messages of Americanization. This 
poem is copyrighted by the author and re- 
produced by permission .] 

To these broad shores my fathers came 
From lands beyond the sea ; 

They left their homes, they left their 
friends 

To breathe an air more free. 

To them an alien land it seemed 
With customs strange and new, 

But my heart knows just one dear flag — 
The Red, the White, the Blue. 

There is no hyphen in my heart; 

It can’t be cut in two. 

0 flag of bars and silver stars, 

I’ve given it all to you! 


Columbia, to me you’ve been 
A mother fond and true; 

My heart’s best love and loyal trust 
I glady offer you. 

Let others sing of native lands 

Far o’er the ocean’s foam — 

The spot where floats the Stars and Stripes 
Shall ever be niy home. 

■ — Josephine M. Fdbricant. 

— m 

JUNIOR RED CROSS PROGRAM 

Recent events have necessitated a slight 
rearrangement of the Junior Red Cross pro- 
gram for the ensuing months. 

January. — During this month, the Junior 
Red Cross will put on a campaign for the 
introduction of courses in First Aid and in 
Home Nursing in high schools. The details 
of this campaign will be issued early in 
January. 

February, March, and April. — About the 
middle of January the Junior Red Cross 
will issue from Headquarters a 32-page 
pamphlet of suggestions for instruction in 
personal health and community sanitation. 
The work for personal health will continue 
throughout four months. The program of 
community sanitation may be undertaken in 
February, March, or April, as the local 
climate dictates. Actual classroom time 
may well be taken from that usually devoted 
to the teaching of hygiene and sanitation. 

This change of program will defer the 
plans for stimulating international friend- 
ship which are being worked out for the 
month of March. The suggestions offered 
in this connection will be developed in Eng- 
lish, geography, and history classes, and so 
will not interfere with the health program. 

The regular schedule for April, May, and 
June remains unchanged. Teachers will ac- 
complish much more by following a definite 
plan carefully worked out in advance. 


10 


NATIONAL SCHOOL SERVICE 


January 15 , 1919 



ONE COUNTRY, ONE LANGUAGE 

Have the children give the salute to the 
flag, the one which ends, “One country, one 
language, one flag.” We all know why it is 
a good thing to have one big country, the 
United States, instead of forty-eight small 
countries, each one separate. Perhaps some 
boy or girl will tell why. They can tell, 
too, what is our “one language.” Why is it 
good to have one language? 

Probably the children have seen persons 
who speak a different language from ours, 
their own neighbors, perhaps, or strangers 
on a railroad train or at a fair. What do 
we think when we hear persons talking in 
a strange tongue? That these people are 
foreigners, do not belong to our country, 
have different ways from ours, which we 
do not understand, and that they perhaps 
would not like or understand our ways of 
doing things. 

Get suggestions from the pupils. Lead 
them to think and talk for themselves as 
much as you can, but be sure that in the 
end they see that, if we are to be one coun- 
try, it is absolutely necessary that we be 
able to understand each other, read the 
same newspapers or posters, listen to the 
same speeches, vote on the same ballot, talk 
to each other in a common language. If it 
is good for all the people in America to 
speak the same language, which language 
should it be? 

Which Language? 

Is there any difference of opinion as to 
the answer to the question we have been 
thinking about? Let us think about the 
way foreigners who come to our country 
may feel. Our laws say they must put their 
children in school. What language will 
those children hear in school? In what lan- 
guage will all the books be written? Why 
not have schools for the children of for- 
eigners in which they would study books 
written in the language their mothers and 
fathers speak? Why should these children 
have to study books written in English any 
more than American children have to use 
the foreign children’s language ? 

First Step in Americanization 

One of the big tasks our country has is 
making good Americans of all the foreign- 
born peoples who come to our land — Ital- 
ians, Russians, Poles, Germans, Greeks, 
Czechs, and many others. The process of 
making these people into Americans is called 
Americanization. When does a man born 
in a foreign country become a good Ameri- 
can? One of the first steps in Americaniza- 
tion is teaching the foreign-born the lan- 
guage of our country, the English lan- 
guage. 

Can we make good Americans of all these 
people — even of Germans? Yes, in the 
Great War some of our most loyal soldiers 
and supporters were German-born. Perhaps 
you have foreign-born children in your 
class. Do they want to be good Americans ? 
Are they trying hard to take this first step ? 
Do they talk English to each other? Do 


they talk English in their homes? Do the 
other children help them, by talking with 
them, not making fun of their mistakes? 
Shall we see if we can all help Uncle Sam 
in his big job of Americanization? 

§3 

THE ALSACE-LORRAINE QUESTION 

Do you know what the Alsace-Lorraine 
question is? Perhaps you can guess it if 
you can find these provinces on your maps. 
They lie between France and Germany, and 
both of these nations have desired to have 
them. To which should they belong? Sup- 
pose you had to answer that question. What 
would you want to know first? On what 
would you base your decision? 

Some Alsace-Lorraine History 

More than a thousand years ago, Alsace, 
Lorraine, Germany, and France were part 
of one mighty empire, under the rule of the 
great emperor Charlemagne. When Charle 
magne died, the empire went tq his son, who 
later divided it among Charlemagne’s 
grandsons, Louis, Charles, and Lothair. 
Louis was given the part east of the Rhine, 
from which modern Germany developed. 
Charles received the part west of the Rhine 
and the Meuse, which became France. Lo- 
thair had the land between. The name 
Lorraine has come from Lothairingia, or 
the land of Lothair. Find all these places 
on the map. 

The empires of Charles and Louis grad- 
ually encroached on the land of Lothair, 
and the dispute began as to whether Ger- 
many or France should own this territory. 
Finally France seemed victorious. She ac- 
quired Metz, the chief town in Lorraine, in 
1552, and Strassburg, the capital of Al- 
sace, in 1681. Compare these dates with the 
dates of the discovery of America and of 
the early colonies at Plymouth and James- 
town. France held these provinces by the 
strength of her arms until 1871. In that 
year, she was defeated in the Franco-Prus- 
sian war, and besides paying an indemnity, 
she had to give up Alsace and Eastern Lor- 
raine, which Germany claimed France had 
stolen from her two or three centuries 
before. And the dispute was no more set- 
tled than it had been before. 

A Land Which Lost Its Language 

At that time, nearly fifty years ago, there 
were about a million and a half people in 
these two provinces. They were a part of 
France, just as your own state is part of the 
United States. France was their country, 
the French language was their language. 
But a notice was posted in every village, 
commanding that hereafter German, and 
not French, should be taught in the schools. 
How would you feel if you saw such a no- 
tice posted in your village? Perhaps your 
teacher can find a story called “The Last 
Lesson in French,” which tells about it. The 
people of Alsace and Lorraine were broken- 
hearted. They had been part of France 
longer than your state has been part of the 


United States, and they loved France and 
wanted to be French. But they had no 
choice. A German historian named Treit- 
schke wrote, “We Germans know better than 
these unfortunates themselves what is good 
for the people of Alsace. Against their will 
we shall restore them to their true selves.” 
Their country now was to be a part of 
Germany, their language German, their flag 
the German flag. If they would not accept 
this new order of things, they could leave 
the country. Many thousands of the finest 
young men of Alsace and Lorraine did 
turn their backs on the land they loved 
because they were determined not to be 
under the rigorous German rule. 

Alsace-Lorraine in the Peace Terms 

After half a century, the two provinces 
still looked to France as their mother coun- 
try, from which they had been torn and to 
which they still desired to return. What do 
you think should be done about it? And 
why do you think so? Is it because France 
has beaten Germany now and has a right 
to take German territory if she wants to? 
Or is it because the people of Alsace- 
Lorraine want to go back? Do you know 
what the Peace Conference is going to do 
about it? What has President Wilson said 
about Alsace-Lorraine ? 


THE SCHOOL MAIL BOX 

The postman lesson for St. Valentine’s 
Day in the primary department of this 
issue may be adapted into a lesson on rural 
free delivery. If you have not already had 
a mail box put up at your school, this is a 
good time to plan with the children for 
having it done as soon as possible. 


PATRIOTIC FARMERS 

The farmers of the United 
States apparently have accom- 
plished the impossible by con- 
tinuing to plant larger areas 
and to harvest larger crops in 
the aggregate with each year 
of the war in spite of the diffi- 
culties of securing farm labor, 
supplies, machinery, and other 
necessary articles. 

The planting and cultivating 
of 32,000,000 acres more in 
1917 than in 1914 by the farm- 
ers of this country is compara- 
ble with anything that has 
been accomplished by any 
other industry. This produc- 
tion of food crops on an en- 
larged scale, at greatly in- 
creased expense of time, effort, 
and labor and by fewer men, 
steadily and without publicity 
or the inspiration that comes 
from large bodies of men 
working together, has done, as 
much to insure the winning of 
the war against the military 
despotism of Europe as any 
other one factor. — David F. 
Houston, Secretary of Agricul- 
ture. 


January 15 , 1919 


NATIONAL SCHOOL SERVICE 


11 


LINCOLN, THE GREAT AMERICAN 

A good way to know wliat America is 
and what she wants to be is to study the 
life of Abraham Lincoln. When we read 
the life of Lincoln, we find that he was 
well used to trouble. Hard things he had 
to bear all his life long. No child in 
America today sleeps in as cold a room 
as Lincoln did, or eats such plain food as 
Lincoln did when he was a little boy. No 
child in America today has to go without 
schooling and books, as Lincoln did. But 
hard things only made Abraham Lincoln 
strong to bear burdens. 

Poor, and lonely, and untaught, he built 
up a splendid character, and the things he 
built on were the things every man may 
have: they were faith in God, absolute 
honesty, patience to learn, and charity for 
all men. 

In selecting stories of Lincoln to tell 
to school children, take those which 
illustrate the traits of character which it 
is possible for our little folks to under- 
stand and imitate. 

X 

NEW LIFE IN SCHOOL WORK 

There was never before a better chance 
to teach history and geography than there 
is today. The questions before the Peace 
Conference concern the future of places all 
over the world. To read the papers and 
magazines understandingly we have to know 
something about the geography of these 
places, where they are, the degree of civili- 
zation of their people, and the resources 
which make great powers want to own them. 
We need to know their history. Why are 
they in dispute? What claim has Prance or 
Serbia or Italy or Denmark to them ? What 
Unfair treatment have they had in the past 
that they are now asking to have righted? 

The world has never lived through events 
more important than those of today. Our 
pupils must learn of them and their causes 
if they are to understand the movement of 
world affairs all the rest of their lives. 
Shall they not learn the story now while it 
is in the making, while it is most alive and 
interesting, while it is talked of every- 
where, featured^ in every newspaper? 

By including the whole room in one 
group to discuss these current events of 
large importance, time may be provided 
with little sacrifice of any of the regular 
subject matter, and the resulting work 
should be the best kind of history, geog- 
raphy, civics, English, and reading. 

■ X 

SCHOOL GARDEN ARMY 

One and one half million children have 
enlisted in the United States School Garden 
Army under the direction of the Bureau of 
Education. Sixty thousand acres of neg- 
lected vacant lots have been converted into 
productive land and fifty thousand teachers 
have received valuable instruction in gar- 
dening through the garden leaflets issued 
for the movement. The initial purposes 
which prompted the planning of the School 
Garden Army were two: (a) increased 
food production and (b) the training of 
school children in thrift, industry, service, 
patriotism, and responsibility. These pur- 
poses still hold even though the armistice 


has been signed, and teachers everywhere 
will find a splendid opportunity for patriotic 
service in cooperating with this movement. 

The School Garden Army was organized 
particularly to develop gardening in town 
and city schools, rural schools having been 
pretty well organized for some time under 
the Boy’s and Girl’s Club movement of the 
United States Department of Agriculture. 
Rural teachers, however, will do well to 
avail themselves of the helpful leaflets 
which are issued by the School Garden 
Army. Write at once to the School Garden 
Army division of the Bureau of Educa- 
tion, asking to have your name placed on 
the mailing list to receive garden circulars, 
and to procure copies of the four printed 
bulletins now available, namely, the Fall 
Manual, the Spring Manual, Outline of a 
Course of Study in Gardening, and a Gar- 
den Festival. This is the time to plan 
gardens and you will need all the helpful 
literature available from every source. 


A RED, WHITE, AND BLUE VALEN- 
TINE’S DAY 

The fact that Valentine’s Day and Wash- 
ington’s birthday both come in the month 
of February, and that the Belgians con- 
fused the two, gave that plucky little nation 
a chance to flaunt defiance in the face of 
Germany. It was before the United States 
had entered the war, but already the Re- 
lief Commission, with Mr. Hoover at its 
head, had won the gratitude and love of 
Belgium. Seeking for some way to show 
their appreciation, they hit upon the idea 
of wearing the American colors, the red, 


white, and blue, on St. Valentine’s day, be- 
cause they thought it was the custom to do 
so in the United States. So on Valentine’s 
day, the streets of Brussels were gay with 
ribbons. Every man, woman, and child 
who could get it wore a red, white, and blue 
bow or streamer or rosette, or a tiny Amer- 
ican flag. 

The Germans were furious. Had they 
not forbidden the Belgians to show any 
flags? But they dared not interfere, for 
these were the colors of the United States, 
and at that time our country was neutral 
and Germany was desirous that it should 
remain so. If the German soldiers who 
policed the city should tear these colors off 
the wearers, or punish them for the display, 
the United States might consider it an in- 
sult or a hostile act. There was nothing to 
do but to let the matter pass. But the Ger- 
mans could not hide their anger, and the 
knowledge of it filled the Belgians with glee. 

Before the week passed, however, the 
people of Brussels discovered that they had 
made a mistake. They learned that we cele- 
brated St. Valentine’s da- in another way, 
and that on Washington’s Birthday we wore 
cur national colors and flew them from our 
houses. The chance to exasperate the pow- 
erless Germans, while again honoring their 
American friends, was too good to miss. 
Accordingly, with much silent glee, the red, 
white, and blue decorations were again 
brought out, and for another day they 
brightened the Brussels streets, while the 
Germans fumed in impotent rage at sight 
of the plucky Belgians, who wore their for- 
bidden colors with quiet faces, perhaps, 
but with high held heads, and defiant amuse- 
ment shining in their eyes. 



I AM AN AMERICAN 

Each little pupil who goes to the 
Primary School can tell people what his 
name is, his father’s name, and where his 
home is. He can say, “I am Jack Brown. 
I live at 1935 A Street, Lincoln, Nebras- 
ka,” or he can tell just where he lives in 
the country. 

Why not teach these same primary 
children what our national name is and 
something about our larger home, our 
country. Then each child can say proud- 
ly, “I am an American. My country is- 
the United States of America. My flag 
is the Stars and Stripes.” 


A BRAVE LITTLE FRENCHMAN 

Pierre was a little French boy who 
lived in a village near the boundary line 
between France and Germany. One day 
some French troops came to the village. 
When the people gathered round them, the 
captain asked if they had seen any Ger- 
mans about. 

“Do you know if they are far from 
here? I wish to know exactly before we 
cross the river,” added the captain. 

Little Pierre, who had heard the ques- 


tion, pushed forward and saluted. “If 
you wish, I will find out,” said he. “I 
know the country very well. My grand- 
mother, who is ill, lives on the other side 
of the river, in the next village. I will 
go to see her and find out if the Germans 
are nearby.” 

“But you will be shot,” said the captain. 

“Oh, I am not afraid,” replied the little 
boy. “I will hide in the bushes and if 
any one should see me, I will say I am 
going to see my grandmother.” 

The boy’s offer pleased the captain and 
he consented to let the little fellow try 
out his plan. 

Pierre started off as if he were going 
for a walk in the country. He had on his 
wooden shoes, a woolen cap was in his 
hand, and he wore a short, blue coat. He 
looked exactly like a little boy going to 
visit his grandmother. 

He crossed the river on a little foot 
bridge. When he came to the other side, 
he went toward the village where his 
grandmother lived, hiding as best he 
could back of hedges and bushes. 

Once he met a woman whom he knew 
and asked her whether there were any 
Germans nearby. 

“Indeed there are. Thousands of them 
are out there beyond the houses, with 



12 


NATIONAL SCHOOL SERVICE 


January 15 , 1919 



Lincoln Memorial, Washington, D.C. 


horsemen and cannon. Go back home at 
once or you will be shot.” 

But the brave lad did not turn back. 

“If there are Germans here,” thought he, 
“it is not time to think of myself. I must 
get exact > information for the captain.” 

Suddenly he heard the galloping of a 
troop of horsemen and saw some German 
cavalry coming toward him. 

“Halt!” shouted an officer. “What are 
you doing, boy?” 

“I am going to see my grandmother 
who is ill,” said little Pierre. 

“No you are not,” said one of the Ger- 
mans. “You were hiding yourself in order 
to spy on us. Come along. Forward, 
march! You are going to be shot!” 

Pierre was placed between two soldiers 
and brought to the German camp. There 
he saw rows of cannon and great numbers 
of infantry and cavalry. He heard the 
Germans talking and knew that they 
planned to attack the French on the other 
side of the river. 

“If only I could get away and warn the 
captain,” he thought. But that seemed 
impossible for the Germans had locked 
him in a barn which was guarded by a 
sentinel. “If the least warning is given 
to the French you will be shot this even- 
ing,” he was warned. 

“How can I get out,” thought this brave 
little boy to himself as soon as he was 
alone. He looked about him. The barn 
had been used as a storehouse and was 
full of knapsacks, helmets and guns. 
There was a small window in one side, too 
high for the little boy to reach. Quickly 
and quietly he piled a number of knap- 
sacks one upon the other and climbing 
over them was able to reach the opening. 
He looked out. The sentry was on the 
other side of the building. So out he 
jumped, landing in the soft dirt below 
without making any noise. Just as fast 
as he could he made his way back toward 
the river, crawling behind the thickets. 
His one thought was to reach the other 
side and warn the French that the Ger- 
mans were coming. He heard shouts be- 
hind him and thought that his escape had 
been discovered. 

Then how he did run! Soon he came 
to the river. Fortunately the river was 
low and so in he splashed and waded 
across to the other side. When he finally 
Teaehed the captain, he was a wet, muddy, 
and breathless little boy. 

“There are many Germans and a great 
many cannon,” he told the officer, “and 
they are going to come here for they have 
forbidden all the people to leave the vil- 
lage for fear they will warn you.” 

“You are a brave boy,” said the captain. 
“We know now what to do.” 

“I am only sorry,” said Pierre, “that I 
did not see my grandmother.” 


IN THE DAYS OF LINCOLN 

The backwoods setting of Lincoln’s 
boyhood home is very easily reproduced 
on the sandtable. First picture the half 
faced camp which was his home for more 
than a year. Talk about the work neces- 
sary to be done before a permanent cabin 
could be built. Represent the wilderness 
surroundings by small branches and twigs 
stuck in sand. Talk of cutting trees for 
logs to build a new home, of clearing land 
to plant corn. 

Show how the log eabin was made. The 
children may construct miniature cabins 
of cardboard crayoned or painted to rep- 
resent logs, or they may construct them 
of twigs which can be nailed together 
with tiny nails. In some schools, the 
children have used pieces of corn stalk 
fastened together with wire. Other things 
which may be made of wood are three- 
legged stools, rude tables, little Abe’s bed, 
the shovel on which he did his figuring. 

As the picture develops, let the children 
see how the pioneer family in those days 
had to get all they needed to wear and eat 
by their own hard labor, A bit of skin or 
fur hung up to dry outside the cabin will 
suggest a source of clothing and food. A 
toy spinning wheel and a small loom will 
hint of how T clothing was made. 

In every way possible, contrast the con- 
ditions under which the young Lincoln 
lived with those of today. Try to make 
the little Americans of today appreciate 
their advantages, and their opportunities. 


A WAR EQUIPMENT CONTRAST 

What Washington’s Soldiers Had 
Flint-lock muskets. 

Powder carried in horn or flask. 

Hand made bullets. 

Travel by foot or on horseback. 

Supplies hauled by wagons over poor 
roads. 

What food could be supplied by the 
country where they were camped. 

Homespun uniforms and rough shoes. 

What Pershing’s Soldiers Have 
Repeating rifles and machine guns. 
Motor trucks and railroad trains. 

The telegraph and wireless. 

Tanks and airplanes. 

Long-range guns. 

Abundance of food, and special care if 
sick or wounded. 

Warm khaki clothing with special at- 
tention paid to web fitting shoes. 


CIVICS IN ^PRACTICE 

In connection with St. Valentine’s Day, 
prepare to take up the study of the post- 
man as a public official with whom the 
child comes into daily contact. Talk 
about the postman; how often he delivers 
mail in the neighborhood; other things he 
has to do. The story of a letter: the 
teacher may address a letter before the 
class; let a child place the stamp cor- 
rectly; have the class accompany the 
teacher to the nearest mail box and show 
how to post the letter. How we can help 
the postman: address the letters properly; 
write plainly; answer the bell promptly; 
save time by having a letter box. 


THE POSTMAN 

I see the postman coming, 

With letters in his hand; 

I will not keep him waiting, 

But by the door I’ll stand. 

And when I hear his welcome knock, 
The door I'll open wide 
And with a pleasant “Thank you,” 

The letters take inside. 

Through every sort of weather 
The postman comes each day, 

AYith letters to deliver 
To each along his way. 

The letters give us pleasure, 

The cards and papers, -too, 

Then shout, “Hurrah for the postman!” 
Who brings the mail to you. 

Sh — 

SAVING THE CHILDREN 

As the earnings of the father of the 
family decrease the baby death rate in- 
creases, according to facts presented in the 
sixth annual report of the Children’s Bu- 
reau of the Department of Labor. This 
chart sums up the result of a six years’ 
study of infant welfare as related to the 
family income, and represents the definite 
conclusions of a field investigation based 
upon interviews with 23,000 mothers. 


170 

160 

150 

140 

130 

120 

110 

100 

90 

80 

70 

60 

0 


V- 


Under $450 


JB450 to $549 

_$550 to $649 
J)650 to $849 


„$850 to $1049 
$1050 to $124 9 

1250 8c over 



In families where the fathers earn $1250 
or more, the baby death rate was 64.3 for 
each 1000, or one in each sixteen. The death 
rate for babies whose fathers earn less than 
$450 was 167.8 per 1000, or more than one 
in every 6. The two income groups, where 
fathers earned less than $550, together in- 
clude 26.7 per cent of the babies. The next 
two groups ($550 to $849) include 36.9 
per cent. In the group earning from $850 
to $1049 were 15.2 per cent of the babies. 
Only 18.2 per cent had fathers earning 
$1050 and over, 6.2 per cent, $1050 to 
$1249, and 12 per cent $1250 or more. 

The baby saving campaign of the Chil- 
dren’s Bureau is directed toward saving the 
many thousand babies now lost through ig- 
norance or negligence. 


January 15, 1919 


NATIONAL SCHOOL SERVICE 


13 



OUR BROTHERS’ KEEPERS 

See the picture of a small girl crossing 
a muddy street holding a big baby in her 
arms. Hear a person near by say, “Child, 
the baby is too heavy for you to carry. Let 
me help you.” Hear the reply which comes 
unfalteringly, “He’s not heavy. He’s my 
brother.” 

Much of that spirit has come into the 
hearts of the youth of America since the 
great war began. The pull on their muscles 
as they performed tasks, heavy and some- 
times long, in order to lift their brothers 
and sisters in Europe across very muddy 
places, has had an excellent reaction. Grad- 
ually the knowledge of the “other fellow” 
has begun to dawn. This must be grasped 
by the teacher and held permanently. Serv- 
ice in Red Cross activities, thrift and vic- 
tory savings, and food conservation must 
go on. We must keep up these activities 
which interpret to children the larger 
meaning of “my brother.” 


UNCLE SAM’S JUNIOR WORK SHOPS 

Handwork, always an important form of 
activity in the schoolroom, assumes at the 
present time a more prominent role than 
heretofore, for the war has plainly demon- 
strated the country’s need of skilled artists 
and artizans who cannot be better launched 
in their development of accuracy, dexter- 
ity, initiative, and muscular control than 
through the handwork of the intermediate 
grades. The teacher with a vision realizes 
that the imperfect furniture, buildings, 
vehicles, and toys fashioned by little fingers 
are the foundation for the work of the na- 
tion in the future. 

Work of Current Interest 

Granting its worth, we may be in a quan 
dary to find some project of current inter- 
est and general appeal to the children, espe- 
cially a piece of community work to which 
each child contributes his bit, and so may 
welcome the idea of fitting up a hospital 
ward or convalescent soldier’s room. 

The room itself may be made from a hat 
box cut to suitable proportions, the front 
and top removed. The box may be papered 
with white wrapping paper, and windows 
painted to resemble glass set in the wooden 
frame may be glued in position. Tissue 
paper makes excellent curtains for the con- 
valescent’s room, while a mat for the floor 
may be made of a dark, well-selected cover 
paper through which a lighter piece is 
woven for a center. 

The furniture is necessarily simple, con- 
sisting of beds, tables, and straight chairs 
for the ward, with a bureau and rocking 
chair added for the convalescent’s comfort. 
These pieces may be made in several ways. 
Genetic construction using no paste, but 
putting the parts of any article together by 
joints, slipping one piece of paper through 
slits cut in another, is a possible form of 
construction best adapted to very young 


workers. Construction with paste, fasten 
ing the various parts together by means of 
flaps, offers a more advanced problem, one 
quite practical for third and fourth grade 
children and within the possibilities of 
every schoolroom, as it requires only draw- 
ing paper, scissors and paste. 

Fourth grade children delight in making 
paper box furniture which utilizes boxes of 
various sizes and shapes, the parts being 
put together with brass fasteners. 

Finally, the best material for use by 
fourth or fifth grade children is wood. 
Sloyd work is a good beginning for the 
shop of later years, and the interest which 
boys of these grades show in the use of the 
knife is surprising. Basswood, one-fourth 
inch and three-sixteenth inch, knives, 
glue, one-lialf and three-quarter inch 
brads, and hammers are the required 
equipment. Small boxes may be used if 
the basswood is not available. The pat- 
terns may be supplied by the teacher or, 
better, worked out by the children. The 
box and wooden furniture may be 
painted or enameled. 

It is not necessary for each child y 

to make every piece of furniture 
needed for the little room. The 
various pieces may be assigned dif- 
ferent groups, and the whole as- 
sembled after a few lessons while 
the interest is still keen. 


— &F- 




OUR FIRST PRESIDENT 

Some of the best stories in Ameri- 
can history are the stories of George 
Washington as a boy. 

Show a picture of Mt. Vernon, the 
home of Washington. 

Better still, make a miniature 
plantation on the sandboard. Tell 
the children something of plantation 
life in the old days. Show that the 
young George Washington had a 
good education and good social train- 
ing. Compare his 
home with the humble 
home of Abraham 
Lincoln. Tell the 

story of the colt to 
illustrate Washing- 
ton’s truthfulness and 
respect for his Washington 

mother. Emphasize 

the fact that he was a well brought up boy, 
that he had plenty of outdoor life, that he 
studied, and played, and learned to manage 
himself and the plantation. So when the 
time came that his country needed him, he 
had health, wisdom, and character to give 
to his country’s service. 

Little children will be interested in 
any stories of his boyhood. They will 
like to know, too, about his fighting the 
Indians. They ought to know, of course, 
that in the war that won our independ- 
ence he was the commander-in-chief of 
the army. They will be interested in the 
story of the first American flag and Wash- 



ington’s connection with it. Because 
these time-worn stories have lost some 
of their flavor to us who have retold them 
so many times, there is no reason -why we 
should neglect to give them to our little 
children. Our first president was a great 
general, a great statesman, and a good 
man. Stories of his life are part of the 
heritage of every American child. 

K 

WASHINGTON’S BIRTHDAY 

“ ’Tis splendid to live so grandly, 

That long after you are gone, 

The things you did are remembered, 

And recounted tinder the sun; 

To live so bravely and purely, 

That a nation stops on its way, 

And once a year, with banner and drum, 
Keeps its thoughts of your natal day. 

And this is Washington’s glory, 

A steadfast soul and true, 

Who stood for his country’s honor 
When his country’s days were few; 
And now, when its days are many, 

And its flag of stars is flung 
To the breeze in defiant challenge, 

His name is on every tongue. 

— Margaret Sangster. 


PLAYS AND PAGEANTS 

Two helpful leaflets for schools 
wishing to give plays are now at 
Junior Red Cross Division Head- 

quarters, and either or both may be 
had without charge by any Auxiliary 
that is thinking of holding an enter- 
tainment for the benefit of its 

Junior Red Cross work. One of 

these lists offers suggestions on the 
following kinds of material: Pa- 
triotic prose and poetry; health 

plays; folk dances and songs; farm- 
ing and Hooverizing; historic and 
patriotic pageants; plays of Ameri- 
can history; patriotic plays; books 
of reference on costuming, stag- 
ing and producing plays and 
pageants. 

The second list, called “The Play’s 
the Thing,” is published by the 
National Association 
for the Study and 
Prevention of Tuber- 
culosis, an organiza- 
tion with which the 
Red Cross keeps up 
the closest coopera- 
Momiment tion. It contains, 

besides synopses of 
fifteen health plays, suitable for school 
production, some general advice for the 
most effective use of the plays suggested. 


THE AMERICAN FLAG 

Tell me, who can, about our flag 
With its red and white and blue; 

How came it to have so many stars, 

And of pretty stripes so few? 

The thirteen stripes are for thirteen states 
That first into union came, 

For each new state we have added a star, 
But have kept the stripes the same. 


14 


NATIONAL SCHOOL SERVICE 


January 15, 1919 


WHO WON THE WAR? 

Who won the war'? 

’Tv>as little Belgium stemmed the tide 
Of ruthless hordes who thought to ride 
Her liorders through and prostrate France 
Ere yet she’d had time to raise her lance. 
’Twas plucky Belgium. 

Who won the war? 

Italia broke the galling chain 
Which bound her to the guilty twain; 
Then fought ’gainst odds till one of these 
Lay prone and shattered at her knees. 

’Twas gallant Italy. 

Who won the war? 

Old England’s watch dogs of the main 
Their vigil kept, and not in vain; 

For not a ship their wrath dared brave 
Save those which skulked beneath the wave. 
’Twas mighty England. 

Who won the war? 

’Twas France who wrote in noble rage 
The grandest words on history’s page, 
“They shall not pass” — the devilish Hun, 
And he could never pass Verdun. 

’Twas sturdy France. 

Who won the war? 

In darkest hour there rose a cry, 

“Liberty, sweet Liberty, thou shall not die.” 
Thank God ! they came across the sea, 

Two million men and victory! 

’Twas glorious America. 

Who won the war? 

No one of these; not one, but all 
Who answered Freedom’s clarion call. 

Each humble man who did his bit 
In God’s own book of fame is writ. 

These won the war . — Woodbury Pulsifer, 
in the Washington Herald. 


GOLDEN RULES OF HEALTH 

These health rules were sent out by the 
child-welfare department of Minnesota : 

1. Play hard and fair. Be loyal to your 
team mates and generous to your opponents. 

2. Eat slowly. Do not eat between meals. 
Chey food thoroughly. Never drink water 
when there is food in the mouth. Drink 
water several times during the day. 

3. Brush your teeth at least twice a day. 
Rinse your mouth out well after each meal. 

4. Cultivate regular daily habits. 

5. Keep clean, body, clothes, and mind. 
Wash your hands always before eating. 
Take a warm bath with soap once or twice 
a week; a cool sponge ( or shower) bath 
each morning before breakfast, and rub 
your body to a glow with a rough towel. 

6. Try to keep your companions, espe- 
cially young children, away from those who 
have contagious diseases. 

7. Use your handkerchief to cover a 
sneeze or cough, and try to avoid coughing, 
sneezing, or blowing your nose near others. 

8. Study hard, and in study, work, or 
play, do your best. 

9. Sleep : get as many hours in bed each 
night as is advisable for one of your age. 
Keep windows in bedroom well open. 

10. Be cheerful and do your best to keep 
your school and your home clean and at- 
tractive, and to make the world a better 
place to live in. 

Protect your schoolmates from disease. 
Use your handkerchief when you sneeze. 


TUT'- 


niMijc. 


/] 




leirorade: 


SEA POWER IN THE WAR 

In connection with the story of the lives 
of the great naval commanders of the 
war, teachers may well emphasize the vital 
importance of sea power as a factor in the 
victory. The work of the allied fleets 
was perhaps not so spectacular as the 
charges “over the top,” but in a sense it 
was even more fundamental to victory. 
With the sea-control in allied hands, mil- 
lions upon millions of British soldiers, 
with necessary supplies and munitions, 
were transported across the channel. 
Over two million Americans were trans- 
ported to France. Over one million sol- 
diers came from Great Britain’s overseas 
dominions, together with billions of 
dollars’ worth of food and fighting ma- 
terial. The value of sea control can best 
be appreciated if we imagine that the 
Central Powers, instead of the Allies and 
the United States, had succeeded in gain- 
ing the upper hand In the struggle for 
naval supremacy. 

Naval Affairs in 1914 

The Hostile Fleets: (1) The German 
fleet, second naval power of the world; 
its strength, two-thirds that of the Brit- 
ish; its task, to render the British fleet 
incapable of protecting (a) British trade 
in food and munitions, (b) transportation 
of troops to France. (2) British Navy: 
Its task (a) to destroy or shut in port the 
main German fleet (b) to clear the ocean 
of German raiders preying on British and 
neutral commerce. 

Coast protection: the sowing of coast 
waters with floating mines; concealing 
channels to ports. 

The blocade of German ports: the grand 
naval review of the British fleet, July 
1914; the fleet held together; the an- 
nouncement of the blockade of German 
ports by the main British fleet. 

Naval engagements: (1) British vic- 
tory off Heligoland in the North Sea, now 
known to be more disastrous to German 
fleet than at first supposed. (2) Com- 
merce raiding, the German squadron in a 
Chinese port at the outbreak of the war; 
Emden detached to raid in the Indian 
Ocean, other portion to raid in the Pa- 
cific. (a) German victory off the coast of 
Chile; two British warships sunk, other 
British ships fled, (b) British victory 
off the Falkland Islands, two German 
warships sunk, (c) The Emden, its suc- 
cesses and final destruction. 

8 

THE WAR IN 1915 
The Western Front 

(1) The situation practically unchang- 
ed from 1914; neither side able to make 
much impression on the other; two ap- 
parently impregnable lines of opposing 
trenches from the North Sea to Switzer- 
land. 

(2) The introduction by the Germans of 


poison gas, violation of the Hague con- 
vention; the adoption by the Allies of 
the use of masks as a preventive of gas 
poisoning and finally of the use of gas 
as a weapon. 

(3) The invention by the Germans of 
the flame-thrower, of little value and 
dangerous to user. * 

The Eastern Front 

(1) The Gallipoli Campaign: Purpose, 
to force the Dardanelles and take Con- 
stantinople; great courage and heavy 
losses of the Allied troops; disastrous re- 
sults: (a) Allied troops withdrawn, (b) 
Allies lose prestige with hesitating na- 
tions of southeastern Europe, Greece and 
Bulgaria. 

(2) On the Russian border, serious re- 
verses to the Allied cause; Russians with- 
drawn from Austria, defeated in invasion 
of East Prussia, lost all of Russian 
Poland. 

Entry of Bulgaria Into the War 

(1) Turkey made secret treaty with 
Germany, August 4, and entered as an 
open ally of the Central Empires, in 
October, 1914; separated from her allies 
by the Balkan States. 

(2) Bulgaria’s reasons for entering. 

(a) Recall old enmity between Serbia and 

Bulgaria dating back to the Second Bal- 
kan War (1913); also German and Aus- 
trian support of Bulgaria in 1913. (b) 

Recall loss of prestige by the Allies as a 
result of the failure of the Gallipoli 
campaign. 

(3) Bulgaria declares war on Serbia, 
October, 1915. 

(4) Subjugation of Serbia and Monte- 
negro. (a) Simultaneous invasions from 
north and south by Austria and Bulgaria; 

(b) barbarous treatment of conquered 
peoples and unnecessary devastations. 


FOOD REGULATIONS 
BENEFIT HEALTH 

The food regulations, and to 
a far greater extent the in- 
creased prices of food, partic- 
ularly those of meats, meal, 
and flour, have modified great- 
ly the dietaries of American 
workingmen’s families. From 
all the evidence in hand it 
seems probable that these 
changes in diet have resulted 
beneficially rather than harm- 
fully to the health of our work- 
ing population. Real wages 
have probably not fallen. Bud- 
get schedules indicate a falling 
off in the use of meat and an 
increase in the consumption 
of vegetables . — Royal Meeker, 
Commissioner of Labor Statis- 
tics, Department of Labor. 


January 15, 1919 


NATIONAL SCHOOL SERVICE 


15 


The Waverings of Greece 

(1) Eeasons: (a) Loss of prestige by 
reason of failure at Gallipoli, (b) pro- 
German King (Queen of Greece, a sister 
of the Kaiser.) 

(2) Allies compel Greece to fulfill 
treaty obligations to Serbia, (a) landing 
of Allied army at Salonild, (b) removal 
of Constantine as King of Greece. 

Review the situation in the East at the 
close of 1915. 

Italy Enters the War' 

(1) Why Italy did not enter the war 
in 1914 on the side of the Central Powers. 
Recall the terms of the Triple Alliance, 
a defensive alliance; Italy’s refusal to 
help Austria in war against Serbia in 
1913, and again in 1914. 

(2) Reasons urging Italy to enter on 
the side of the Allies, (a) Old enmity of 
Italy for Austria dating from before the 
unification of Italy in 1870, due to Italy’s 
desire to annex that portion of Austria 
inhabited by Italian speaking people 
(Italia Irredenta), (b) Italy’s connec- 
tion by marriage with the royal house of 
Montenegro, (c) Italy’s war with Turkey 
1912 and her interest in the control of the 
eastern shore of the Adriatic, (d) Ter- 
ritorial reward promised Italy by the 
Allies; the Treaty of London, 1915 — a 
secret pact between Great Britain, Prance, 
and Italy — promised to Italy the eastern 
shore of the Adriatic. 

(3) Italy declares war on Austria, May 
1915; a year later declares war on Ger- 
many. 

(4) Italian campaigns against Austria 
1915: Austrian control of the mountains 
and passes; Italians enter Austrian ter- 
ritory; no decisive battles and no im- 
portant cities captured. 

Conclusion: — Make a blackboard out- 
line of the nations in the war of 1915. 

« 

TWO AMERICAN PATRIOTS 

The birthdays of two great Americans 
which occur next month will form a most 
fitting occasion for lessons that will tend 
to enforce the idea of duty to and re 
sponsibility for our country instead of pa- 
triotism of a more formal or emotional kind. 

In the lessons of the lives of Washing- 
ton and Lincoln, teachers not merely 
should emphasize that here were great 
men, but should dwell upon the things 
that cause us to think them great. A good 
way of approach is to refer to our reasons 
for entering the present war. Call attorn 
tion to the fact that a great many of our 
people were already urging that our 
country take up the fight on behalf of 
Belgium and France. On the other hand 
was a feeling of prejudice against Eng- 
land due to our century-old feeling over 
Our two wars with her. 

Suddenly the President’s statement of 
the situation in his war message to Con- 
gress cleared matters. Here were the 
ideals for which the United States was 
willing to fight. We saw that, on the 
whole, they had been the ideals of the 
allied countries and that their opposites 
had been the customary rule of the Cen- 
tral Powers. In general, the American 


ideals are summarized in the American’s 
Creed. 

Saluting the flag, celebrating our na- 
tional holidays, and commemorating the 
birthdays of our great men are valuable 
exercises only in the proportion in which 
they serve to renew and to fix these na- 
tional ideals in the minds of our pupils. 
Furthermore we must try to stimulate in the 
minds of the pupils a desire to “carry on,” 
in other words, to translate these national 
ideals into individual conduct. As in 
food saving, what one does is very little, 
but when multiplied by millions it be- 
comes an important matter. So with a 
conscious working for these American 
ideals. If we can get all our twenty mil- 
lions boys and girls consciously and 
earnestly working for their realization 
the result will be of tremendous import- 
ance both now and in the future. 

Plan your celebration of Lincoln’s and 
Washington’s birthdays to bring out the 
thoughts just outlined. Have the Amer- 
ican’s Creed analyzed by the pupils and 
show why it is a true statement of our 
ideals. Compare it with various historical 
documents, such as the Declaration of In- 
dependence. Taking up in turn the gov- 
ernments of England, France, and Italy, 
show how each of these nations is es- 
sentially democratic no matter what the 
apparent form of its government may be. 

The greatest lesson from Washington 
and Lincoln is that these men are great 
because they did something toward real- 
izing the ideals of popular self-govern- 
ment. 



THE AMERICAN SPIRIT SPEAKS 

To the Judge of right and wrong 
With whom fulfilment lies, 

Our purpose and our power belong, 

Our faith and sacrifice. 

Let Freedom’s land rejoice! 

Our ancient bonds are riven; 

Once more to us the eternal choice 
Of good or ill is given. 

Not at a little cost, 

Hardly by prayer or tears, 

Shall we recover the road we lost 
In the drugged and doubting years. 

But after the fires and the wrath, 

But after searching and pain, 

His mercy opens to us a path 
To live with ourselves again. 

In the gates of death rejoice! 

We see and hold the good; 

Bear witness, earth, we have made our 
choice 

For Freedom’s brotherhood. 

Then praise the Lord most high 

Whose strength hath saved us whole, 
Who bade us choose that the flesh should die 
And not the living soul! 

— Rudyard Kipling. 


THE ANSWER TO AUSTRIA’S 
ULTIMATUM 

On October 26 last, at Independence 
Hall, in Philadelphia, the real answer to 
Austria’s ultimatum to Serbia was given 
by representatives of all the nationalities 
formerly under the rule or domination of 
Austria. These representatives signed a 



From a Drawing by Reuterdahl 


declaration. As a recent writer points 
out, the difference between the new dec- 
laration and our declaration is that, while, 
the patriots of 1776 still had to look for- 
ward to seven long years of war, the 
representatives of the Mid-European 
peoples made their declaration when their 
war of liberation was won. 

Teachers should make use of this par 
ticular bit of current history by compar 
ing the text and circumstances of the new 
declaration with our own. Compare also 
the proud position that Austria occupied 
in 1914, when she tried to impose her will 
on Serbia, with her position today, strug 
gling for the very existence against the 
peoples whose rights she ignored four 
years ago. 

— m 

A MODERN HEALTH CRUSADE 

Although the fighting is over, America 
and each of the Allies will still have a great 
deal to do to complete their victory, accord- 
ing to the Junior Red Cross, which is launch- 
ing a nation-wide health campaign to be 
carried on through the months of Febru 
ary, March, April, and May. An important 
obligation and opportunity, the Red Cross 
declares, is to keep up the fight against dis- 
ease, applying the lessons and efficient 
methods developed since the war began. 

New Health Manual 

The Junior Red Cross, in cooperation 
with the Council of National Defense, the 
National Tuberculosis Association, and the 
Public Health Service, has launched this 
modern health crusade which is recom- 
mended by these bodies to the elementary 
schools as a part of a system of health edu- 
cation. In the month of December, more 
than a million children in all parts of Amer- 
ica were already qualified as health cur- 
saders. How to organize and carry on a 
national, state, or local health crusade 
through the schools is told in the Junior 
Red Cross Teacher’s Manual, Supplement 
Number 3, which is distributed free to 
teachers through the Red Cross school auxil- 
iaries. Every teacher may secure this man- 
ual from the local Red Cross chapter as a 
very definite help and guide in the improve 
ment of the personal health of her pupils. 


16 


NATIONAL SCHOOL SERVICE 


January 15, 1919 


THE GREAT WAR 

QUESTIONS AND ANSWERS 

Readers seeking information on 
the war are requested to make their 
questions definite and concise. Nat- 

i urally questions of general interest 

" 'I 

Was not Germany’s submarine blockade of 
England just as lawful as England's blockade of 
Germany ? 

The right of a belligerent to blockade 
the coasts of its enemy and to shut off 
from it neutral commerce of all sorts is a 
long recognized and universally accepted 
principle of international law. In 1856 it 
was agreed, however, that to be binding 
upon neutral powers the blockade must be 
“effective,” that is, the blockading power 
must actually have sufficient ships off the 
enemy coast to intercept in-going and out- 
coming vessels. The North relied largely 
upon the blockade of the Southern coasts 
in bringing the Civil War to a successful 
conclusion. The developments of modern 
warfare, especially the use of the sub- 
marine, have made the maintenance of a 
blockading fleet in sight of the coast im- 
practicable; so England resorted to a 
“long distance” blockade, intercepting 
vessels at points convenient for visit and 
search, in order to shut out commerce 
bound to Germany. This was an exten- 
sion of the right of blockade, against 
which we protested; but as President 
Wilson said (April 2, 1917) : “Property 
can be paid for; the lives of peaceful and 
innocent people cannot be. The present 
German submarine warfare against com- 
merce is a warfare against mankind.” The 
difference between the British extension 
of belligerent rights and the German is 
that the former led at most merely to the 
confiscation of the offending vessel and 
its goods, while the German practice sent 
vessel, crew, and passengers all unwarned 
to a watery grave. 

Was not commercial rivalry between Great 
Britain and Germany the cause of the war? 

No, the war had a quite different origin. 
It arose from the conceit of German pro- 
fessors and journalists, who taught that 
the Germans were the “Chosen People” 
with a divine mission to impose their 
government and their ways of living and 
thinking upon the rest of the world; from 
the brutal thirst for war of the Prussian 
military caste; from the fear of Kaiser 
and princelings that their power would 
decline unless they won some mighty 
success at arms; and from the lust for 
land, mines, and exclusive trade privileges 
which characterized German “big bus- 
iness!” There were greed and envy of the 
whole world in Germany. There was 
nothing akin to this in Great Britain. 
There was, however, a growing uneasiness 
at German utterances and deeds, which 
threatened exactly what happened when 
in August, 1914, Germany suddenly fell 
upon her neighbors east and west. Honest 
men in Germany itself now admit that 
the war was one of aggression on the part 
of their ruling classes, the mistakes of 
whose leaders brought disaster. 


THE COMING LIBERTY LOAN 

The new Secretary of the Treasury, Car- 
ter Glass of Virginia, in a recent statement, 
tells of the necessity for another Liberty 
Loan. 

In reviewing the ■‘k'aneial accomplish- 
ments of the nations, he shows that in the 
last eighteen months the American people 
have bought $18,000,000 of Liberty bonds 
and War Savings stamps, proving at once 
their patriotism and the invincible financial 
resources of the country. 

Peace Must be Financed 

Notwithstanding the fact that the war is 
over and the government expenditures are 
considerably reduced, there remains a great 
deal of financing to do. The expenditures 
for the month of November were nearly 
$2,000,000,000 and the expenditures for De- 
cember up to the 16th were over $1,000,000,- 
000. While these expenditures will de- 
crease, the country must still look forward 
to another year of tremendous outlay of 
money. Peace must be financed as well as 
war. 

The proceeds of the Fourth Liberty Loan 
so far received, have been spent and the in- 
stallments still coming due on subscriptions 
to the Loan will be needed to meet the ma- 
turing Treasury certificates of indebtedness 
issued in anticipation of the Loan. 

Secretary Glass announced that he is in 
accord with the policy outlined by his pre- 
decessor — that the next Loan should take 
the form of short term bonds. These short 
term bonds and War Savings stamps will 
afford the American people the opportunity 
to serve their country and put their savings 
in the safest and soundest of investments. 

Important to Hold Bonds 

There is one thing that is almost as im- 
portant as buying Liberty Bonds and War 
Savings stamps and that is holding them 
when bought. To buy a bond and then 
throw it on the market is not holding your 
trench; it is throwing down your gun and 
going back to the rear, leaving to others 
your duty of giving financial support to 
the nation. 

The splendid record of the American peo- 
ple during the war must not be marred by 
a relaxation as soon as our soldiers have 
finished their work. The Germans are the 
greatest quitters on the earth, but the Amer- 
ican people will finish their job. The Fifth 
Loan must be as great a success as the 
others. 

ENROLLMENT WEEK FOR BOYS’ 
WORKING RESERVE 

Enrollment Week for the L T nited States 
Boys’ Working Reserve is the week of Jan- 
uary 20-26, according to William B. Wilson, 
Secretary of Labor, who has requested the 
Governors of the various states to set aside 
that week in order to enlist the boys of 
America of sixteen years of age and over in 
the Boys’ Working Reserve branch of the 
United States Employment Service. 

In his statement designating the wjeek of 
January 20-26 as Enrollment Week, Secre- 
tary Wilson says : 

“The importance of setting aside a spe- 
cial week in order to bring to the attention 
of the young men of the nation the all but 


overwhelming needs of impoverished Eu- 
rope, is so obvious as to require no accentu- 
ation from me. A very large part of the 
task of rebuilding a devastated world be- 
longs to the young men of this nation. It is 
not enough that the whole nation shall have 
been mobilized to win the great war; it is 
vital that the whole nation shall be mobil- 
ized to help broken Europe to its feet and 
to set it once more into the paths of felicit- 
ous progress. 

“I trust that the young men of the coun- 
try of 16 years of age and over, not now 
permanently employed, and especially the 
boys in our high schools, will respond to 
this new appeal as they so finely responded 
to that other appeal made to them one year 
ago; that they will enter heartily into the 
work of bringing relief to populations ap- 
pallingly destitute; and that they will join 
the United States Boys’ Reserve to finish 
what has been so well begun. The war has 
been won. The far more difficult task re- 
mains to secure for the highest interest of 
mankind, the fiuits of victory.” 


LEANING UP AGAINST A BARRAGE 

President Wilson told this story in a re- 
cent speech at Manchester, England: 

“Our soldiers were considered by the older 
men to be a bit rash when they were in the 
field. On one occasion an Australian said 
to one of our men: 

“ ‘Man, a barrage is not a thing to lean 
up against.’ 

“They were a little bit inclined to lean 
up against the barrage, and yet I must con- 
fide to you that I was a bit proud of them 
for it. They came over to get at the enemy 
and didn’t know why they should delay.” 


RUSSIA A WORLD 
PROBLEM 

Russia in 1917 had a popula- 
tion of 178,378,000, or approx- 
imately 16 to the square mile. 

771 of every 1,000 were 
peasants. 

107 of every 1,000 were city 
people. 

15 of every 1,000 were noble- 
men and members of the 
gentry. 

5 of every 1,000 were clergy. 

75 per cent were farmers. 

10 per cent were in indus- 
trial pursuits. 

4% per cent were domestics. 

3% per cent were in com- 
mercial pursuits. 

Of every 1,000 soldiers, 611 
were illiterate. 

4 per cent of the population 
of Russia attended public 
schools, as compared with 20 
per cent in the United States. 

About 65 per cent of the en- 
tire population of Russia was 
illiterate as compared with 7 
per cent in the United States. 

More than 100 languages are 
spoken in Russia. 



































V 










































































































































